iiSS 



ADVANCED 
GRAMMAR and COMPOSITION 



)AVID GIBBS 





Oopyiightlf 



COPYRIGHT DEPOSIT. 



INSULAR LANGUAGE SERIES 

ADVANCED ENGLISH GRAMMAR 

AND 

COMPOSITION 



BY 

DAVID GIBBS 




NEW YORK •:• CINCINNATI •:• CHICAGO 

AMERICAN BOOK COMPANY 



.fis 3 



(LIBRARY Of CONGRESS. 

I IWOGOOleS KMttvM 

\ OCT 17 law 



Mlifl tflli •.... 









Copyright, 1908, by 
DAVID GIBBS. 



Entered at Stationers' Hall, London. 



ADV. ENG. GRAM. 
W- P. I 



PREFACE 

This book has been prepared especially for use in the 
intermediate and higher schools in the Philippine Islands. 
It presents a thorough study of the essentials of English 
Grammar and the elements of English Composition. 

The book is characterized by its use of the inductive 
method, the large number of illustrations, the extent and 
variety of application of each grammatical fact developed, 
the emphasis placed upon the verb and upon other features 
of special difficulty to the foreign learner of the language, 
and the development of the elements of composition with, 
and based upon, the topics in grammar. Exercises in 
word formation, also, are a valuable feature of the book, 
showing the relation of the more important parts of speech 
and the formation of important groups of words, and 
greatly aiding the pupil in learning and correctly using 
an extensive vocabulary. 

The book consists of three parts: Part I contains a brief 
review of the parts of speech and the elements of the 
sentence, with a variety of exercises in composition. 

Part II considers the parts of speech, their inflections 
and uses. Much attention is given to the verb and to 
many points of special value to the foreign student. Each 
part of speech in its treatment in detail receives applica- 
tion at once in exercises in composition. This close con- 
nection of grammar and use is a most important feature 
of the book. Besides exercises in direct application of 
the lessons in grammar, the composition work in this part 
includes, also, exercises in the construction, expansion, 
contraction and combining of sentences, the development 
of paragraphs, letter writing and the various forms of 
composition. 

3 v 



4 PREFACE 

Part III gives a thorough review of the parts of speech 
and of the sentence, and includes the more difficult topics 
not treated in Part II. The composition emphasizes 
the sentence, the paragraph, and the whole composition 
in various forms of narration, description and exposi- 
tion, with some attention to argumentation, debating 
and versification. Synonyms, derivations and the for- 
mation of words are valuable features of this part. 

Throughout the book the main effort has been to secure 
simplicity, thoroughness and special treatment of difficult 
topics. The definition of the participle, for instance, as 
having the functions both of the noun and the verb, and 
of the adjective and the verb, greatly simplifies this sub- 
ject and has the sanction of good authority. The omission 
of the potential mode, also, is in accord with present usage 
among the best grammarians, and simplifies this subject. 
The minute analyses of verb phrases have little value for 
the student of elementary English, and besides being un- 
necessary for correct usage, they emphasize points upon 
which grammarians themselves are not agreed. 

For valuable aid in the preparation of the book, the 
author wishes to acknowledge his indebtedness to Mr. 
Luther B. Parker, a teacher in Pampanga ; Mr. J. M. 
Gambill, Superintendent of Bataan ; Mr. William A. 
Preuitt, formerly Division Superintendent of Pampanga 
and Bataan; Miss M. Lois Stewart, teacher of English 
in the Pampanga High School; Miss Mary B. Crans, 
teacher of English in the Pasig High School; Miss 
Charlotte Neal and Mr. G. M. Egan, teachers of English 
in the Manila High School, who have read the proof of 
the book and offered many helpful suggestions; Miss 
Stewart and Miss Neal, who have contributed outlines of 
composition ; and to his wife, whose assistance in both 
grammar and composition has added greatly to the worth 
of the volume. 



CONTENTS 



PART I 



PAGE 

The Sentence 9 

Kinds of Sentences ... 11 

Punctuation 11 

The Noun 12 

Capital Letters .... 13 

The Pronoun 14 

Form of a Composition . . 15 

The Adjective 18 

Used as Pronoun .... 20 

Used after Verb .... 21 

Used as Noun 22 

The Verb 24 

Words used as Nouns and 

as Verbs 26 

Words used as Adjectives 

and as Verbs .... 27 

The Adverb 29. 

Adjectives distinguished 

from Adverbs .... 33 

The Word There .... 34 

Subject and Predicate ... 34 

Subject of the Sentence . 34 

Predicate of the Sentence . 36 
Subject and Predicate of 

Questions 37 

of Commands ... 39 
Comma in Address ... 40 
Simple Subject and its Modi- 
fiers 41 

Use of the Diagram ... 42 
Simple Predicate and its 

Modifiers 43 

Abbreviations 44 

Dates 47 



PARE 

Phrases 48 

Adjective Word and Phrase 

Modifiers 50 

Adverbial Word and Phrase 

Modifiers 50 

Letter Writing .... 51 

The Preposition 53 

Words Used as Adverbs and 

as Prepositions .... 56 

Addresses — Letter Writing 58 

Complements 60 

Object Complement ... 61 

Attribute Complement . . 62 

The Conjunction .... 64 

Compound Subject ... 66 

Compound Predicate . . 68 

Compound Complement . 69 

Compound Modifiers , . 70 

Comma in a Series ... 71 

The Interjection 74 

Arrangement — Usual Order 75 

The Parts of Speech ... 78 

Friendly Letters .... 80 

The Infinitive 81 

The Participle 84 

Quotations 86 

Adjective Clauses .... 88 

Story Telling — Outline. . 92 

Adverbial Clauses .... 95 

Noun Clauses 98 

The Sentence 102 

Simple Sentences .... 102 

Complex Sentences . . . 102 

Compound Sentences . . 104 



CONTENTS 



PART II 



PAGE 

The Noun 107 

Classes of Nouns .... 107 

Parts of a Letter . . . . 110 

Gender 113 

Letter Writing 117 

Number 118 

The Paragraph . . . . 121 

Nouns as Complements . . 124 

Attribute Complements . . 124 
Descriptive Paragraph — 

Persons 127 

Object Complements . . . 128 
Descriptive Paragraph — 

Things 130 

Objective Complements . . 131 
Paragraph — The Topic Sen- 
tence 132 

The Indirect Object . . . 135 

Cases of Nouns .... 140 

The Nominative Case . . 141 

The Objective Case ... 141 

The Possessive Case . . . 142 
Paragraphs — The Main 

Topic 146 

Special Case Relations of 

Nouns 148 

Nominative Absolute . . 149 

Appositive Modifiers . . . 150 

Indirect Objects .... 151 

Whole Composition . . . 154 
Words, Phrases and Clauses 

used as Nouns . . . . 150 
Direct and Indirect Quota- 
tions 160 

Review 162 

The Pronoun 163 

The Antecedent .... 164 

Classes of Pronouns . . . 165 
Personal Pronouns — First 

Person 166 

Second Person . . . 167 

Third Person . . . 169 



PAGE 

Anecdote 172 

Cases of Personal Pronouns 174 

The Nominative Case . . 174 

The Possessive Case . . . 175 

The Objective Case . . . 177 
Person of Pronouns — The 

First Person 17!) 

The Second Person . . 17!» 
The Third Person . . 180 
Compound Personal Pro- 
nouns 182 

The Pronoun It ... . 183 
Parsing of Nouns and Pro- 
nouns 185 

Written Parsing .... 186 

A Fable 188 

Interrogative Pronouns . . 189 
Business Letters . . . . 192 
Relative Pronouns . . . 195 
Uses of Relative Pronouns . 197 
Uses of Interrogative Pro- 
nouns 200 

Adjective Pronouns . . . 202 
Uses of Adjective Pronouns 203 
Transposed Order in Sen- 
tences 207 

Review 200 

The Verb 210 

Principal and Auxiliary 

Verbs 211 

Tense 213 

The Simple Tenses . . . 213 

The Perfect Tenses . . . 219 

May and Can 224 

Shall and Will .... 225 

Person and Number of Verl is '_>•_".» 

Story Telling — Outline . 235 

Regular and Irregular Verbs 238 

Principal Parts of Verbs . 240 

Letter Writing .... 245 
Transitive and Intransitive 

Verbs 246 



CONTENTS 



PAGE 

Story Writing 250 

Voice of Transitive Verbs . 252 

Mode 255 

The Indicative Mode . . 257 

The Imperative Mode . . 260 

The Subjunctive Mode . . 261 

Parsing of Verbs .... 268 

Diary Writing 269 

Review 270 

Progressive Form of the 

' Verb 272 

Dialogue — Conversation . 274 
Interrogative Form of the 

Verb 276 

Negative Form of the Verb 280 

Stories from History . . . 283 

Infinitives 285 

Biography — Outlines . . 293 

Participles 296 

Autobiography — Outlines . 305 

Review 306 

The Adjective 307 

Descriptive Adjectives . . 307 

Limiting Adjectives . . . 308 

Opposites 312 

Description — Outline . . • 314 

The Articles 315 



Description — Buildings 

Comparison of Adjectives . 

The Comparative Degree . 

The Superlative Degree 

Description — Outline . . 

Words, Phrases and Clauses 
used as Adjectives . . . 

Description 

Letter Writing 

Review 

The Adverb 

Simple Adverbs .... 

Interrogative Adverbs . . 

Conjunctive Adverbs . . 

Description of Processes 

Uses of Simple Adverbs 

Description — Animals 

Letter Writing . . 

Adverbial Phrases . 

Adverbial Clauses 

Review 

The Preposition . . . 

Uses of Prepositions . 

Description — Countries 
The Conjunction .... 

Coordinate Conjunctions 

Subordinate Conjunctions 



PAGE 

319 
320 
322 
325 
330 

330 
333 
334 
334 
335 
335 



339 
340 
348 
349 
351 
352 
357 
357 
359 



367 



PART III 



PAGE 

The Sentence 373 

The Subject 373 

Position of the Subject . . 376 

Brevity — Short Sentences 378 

The Predicate 380 

The Complement .... 382 

Attribute Complement . . 383 

Variety in Sentences . . 385 

Object Complement . . . 388 

Objective Complement . . 390 
The Paragraph — Topics 

and Subtopics .... 391 

Adjective Modifiers . . . 394 



PAGE 

Position of Adjective Modi- 
fiers 397 

Variety in Sentences . . 399 
The Paragraph — Topic Sen- 
tence 401 

Conversations 404 

Adverbial Modifiers . . . 405 
Position of Adverbial Modi- 
fiers 407 

Variety of Sentences . . 409 

Independent Elements . . 413 
The Paragraph — Ways of 

Filling 414 



CONTENTS 



PAGE 

Classes of Sentences . . . 418 
Simple Sentence .... 419 
Narration — Outlines . . 420 
The Complex Sentence . . 428 
The Adjective Clause . . 428 
Narration — Poetry . . . 431 
Historical Narrative . . . 433 
The Adverbial Clause . . 434 
The Noun Clause .... 439 
Direct and Indirect Dis- 
course 444 

The Compound Sentence . . 446 

Biography — Outlines . . 449 

Review 451 

The Noun 452 

Classes — Proper, Common 452 

Abstract 453 

Synonyms 456 

Formation from Other 

Words 456 

Gender 462 

Letter Writing 464 

Number 467 

Description of Objects — 

Outlines 471 

Case 474 

The Possessive Case . . . 476 

Description — Scenes . . 480 

Review 483 

The Pronoun 484 

Classes 484 

The Antecedent .... 484 

Description — Houses . . 486 

Case 488 

Rules for writing Descrip- 
tion 491 

Description — Countries, 

Scenes 491 

Adjective Pronouns . . . 494 

Relative Pronouns . . . 495 

Review 499 

The Adjective 499 

Classes ,,,.,,. 499 



PAGE 

Comparison 502 

Uses of Adjective Pronouns 503 

Synonyms 505 

Formation of Adjectives . 506 

Description of Processes . 507 

Review 508 

The Verb 600 

Classes . 509 

Synonyms 511 

Derived from Other Words 511 

Letter Writing . . . . 513 

Description — Persons . . 516 

Person and Number . . . 520 

Comparisons 524 

Mode 525 

Clearness 526 

Unity 527 

Strength 527 

Exposition 528 

Tense 582 

Conjugations 533 

Uses of the Tenses . . . 539 

Conversation 541 

Exposition 542 

Proverbs 543 

Figures of Speech .... 543 

The Infinitive 548 

The Participle 550 

Review 551 

Elliptical Sentences . . . 552 
Argument — Methods, Out- 
lines 554 

The Adverb 563 

The Preposition 686 

The Conjunction 569 

Debate 571 

Versification 573 

List of Irregular Verbs . . 578 

Rules for Punctuation . . . 581 

List of Prefixes 584 

List of Suffixes 585 

List of Steins 586 

Index 589 



ADVANCED ENGLISH 
GRAMMAR AND COMPOSITION 

PART I 
THE SENTENCE 

1. Read these groups of words : — 

1. Coal is a very valuable product. 

2. Farming is an important industry. 

3. What valuable minerals are found in Luzon ? 

4. How is indigo made ? 

• 5. Write your name with your left hand. 
6. Tell me the names of three plants. 

Which of these groups of words tell or state some- 
thing ? Which ask questions ? Which express com- 
mands or requests ? 

The first two groups of words tell or state some- 
thing. They are Statements. 

The third and fourth groups ask questions. They 
are Questions. 

The fifth and sixth groups are Commands. 

2. Write:— 

1. Ten statements about bamboo. 

2. Five questions about China. 

3. Five commands. 

3. Statements, questions and commands or re- 
quests are called Sentences. 



10 ADVANCED ENGLISH 

Read these groups of words : — 

1. The typhoon destroyed many houses. 

2. The chair was made of bamboo and rattan. 

3. Across the river in a banca. " 

4. Went to the mountains to gather honey. 

Which of these groups of words express thoughts ? 
Which do not completely express thoughts ? Which 
are statements ? Which are. not statements, questions, 
or commands ? Which are sentences ? Which are not 
sentences ? 

What words may be added to the third group to 
make the expression of the thought complete ? To 
the fourth group ? 

A Sentence is a complete expression of a thought in words. 

4. Tell ivhich of these groups of words are sen- 
tences : — 

The mountains of Luzon. 
On the Pasig River. 
Caught a large turtle. 
The sky was clear. 
The clouds in the sky. 
Draw a house. 

5. Add words to these groups to make them sentences. 
Write each sentence. 

1. The nuts in the tree. 6. Tell me. 

2. Is made of iron. 7. What are. 

3. On the island of Jolo. 8. Going to Manila. 

4. Are made in Iloilo. 9. A product of Romblon. 

5. Has six legs. 10. Received from Saigon. 



1. 

2. 


Along the river. 
We walked along the 


6. 
7. 


3. 
4. 
5. 


river. 
Give me a mango. 
Is your father well? 
Found in the ocean. 


8. 

9. 
10. 
11. 



GRAMMAR AND COMPOSITION 11 

Kinds of Sentences 
6. Read these sentences ; — 

1. The Papuans live in New Guinea. 

2. Where do the Fijis live? 

3. Tell about the Samoans. 

4. White ants are destructive. 

5. Read about Legaspi. 

6. How beautiful is the sky ! 

Which of these sentences are statements ? Which 
are questions? Which are commands? Which ex- 
press feeling ? 

Sentences that state or declare something are Declarative 
Sentences. 

Sentences that ask questions are Interrogative Sentences. 

Sentences that request or command something are impera- 
tive Sentences. 

Sentences that express sudden thought or feeling are 
Exclamatory Sentences. 

With what kind of letter should the first word of a 
sentence begin ? What mark should be placed at the 
end of statements and commands ? At the end of a 
question ? At the end of an exclamation ? 

The first word of a sentence should begin with a capital 
letter. 

A period should be placed at the end of a statement or a 
command. 

A question mark should be placed at the end of an inter- 
rogative sentence. 

An exclamation mark should be placed at the end of an 
exclamatory sentence. 



12 ADVANCED ENGLISH 

7 . Write declarative sentences about : — 

herons copper silk Olongapo 

cocoa palms Igorots England Singapore 

8 . Write interrogative sentences about : — 

thunder delta tea Suez Canal 

monsoons cotton Formosa Havana 

9. Write five imperative sentences. 

10 . Write five exclan hatory sentences. 

11. Write sentences, telling some story that you have 
read or learned. 

1. How many statements have you written ? How 

many questions ? How many sentences ? 

2. Does each sentence begin with a capital letter? 

3. What mark have you placed at the end of each sen- 

tence ? Why ? 

THE NOUN 

12. Write tlie names of:— 

1. Five boys. 3. Three provinces. 5. Five countries. 

2. Five girls. 4. Three cities. 6. Ten things. 

The names of persons, places and things are called 
Nouns. 

Nouns are words used as names. 

The names of persons and places should begin with 
capital letters. 

13. Tell the nouns in these sentences: — 

1. Corn is a valuable plant. 2. It is a good food for 
men and for carabaos, horses, pigs and chickens. 3. This 



GRAMMAR AND COMPOSITION 13 

plant grows well in the Philippines. 4. Corn is nearly 
as valuable to us as rice. 5. A rich sandy loam produces 
the largest crops of corn. 6. The land is plowed and 
harrowed, and the surface is made fine and loose. 7. The 
field must now be marked into parallel rows. 8. The 
seed should be selected from stalks that have two or three 
large ears. 9. The grains of corn are dropped in the fur- 
rows and covered with fine soil. 10. The weeds should 
be killed by frequent use of the harrow and the plow. 
11. The roots of the corn plant should be covered with 
rich soil. 

Composition 

14. Write sentences about Abaca. Tell; — 

1. Where it grows. 

2. What the plant looks like. 

3. How it is cultivated. 

4. When and how the hemp is secured. 

5. The uses of hemp. 

6. The importance of this product. 

Tell the nouns in your sentences. 

15. Capital Letters. 
Begin with capital letter: — 

1. The first word of a sentence. 

2. The first word of a line of poetry: — 

Little drop of dew, 

Little gem you are; 
I believe that you 

Must have been a star. 

3. Names of persons, places, countries and peoples : — 

William H. Taft, American, Hongkong, Spanish, 
India. 



14 ADVANCED ENGLISH 

4. Names of days of the week and the months of the 

year. 

5. Names of God. 

6. Important words in the titles of books, stories and 

compositions : — 

The Mountain and the Squirrel. 
The Elephant and the Blind Man. 
The History of the United States. 

Give a reason for the use of each capital letter in these 
sentences : — 

1. What sea is south of Mindanao ? 

2. East of the Philippine Islands is the Pacific Ocean. 

3. The title of Leon Roco's composition was " The 

Battle of Manila Bay." 

4. Mr. Andrew Smith will arrive from America on 

Tuesday, June 16. 

5. Father, we thank thee for the night 
And for the pleasant morning light. 

6. My Saturday with a Bird Class. 

7. Lessons in English Grammar. 

8. Why I Wish to Become a Doctor. 

THE PRONOUN 
16 . Read these sentences : — 

1. Ramon saw Maria. She gave him her fan. 

2. The boys are playing ball. Their hats are on the 

ground. 

3. That bat cannot fly. It has a broken wing. 

In these sentences, what words are used instead of 
the name Maria f Instead of the noun Ramon ? In- 
stead of the noun boys ? Instead of the noun bat t 



GRAMMAR AND COMPOSITION 15 

These words that are used instead of names or 
nouns are called Pronouns. 

Pronouns are words used instead of nouns. 

17. Copy and learn these pronouns : — 

I he she you we they who which 

my his her your our their whose what 
me him it its us them whom that 

The pronoun I should always be written with a 
capital letter. 

18. Tell the pronouns in these sentences. Tell for ivhat 
noun each pronoun is used. 

1. Pedro and I went to the forests. We saw a deer. 

It was a buck. Its horns were short. It saw us 
and ran away. He ran after it. I could not find 
him. I called his name, but he did not answer 
me. 

2. The Negritos are the aborigines of the Philippines. 

They once lived everywhere on the islands. The 
Malays drove them to the mountains. The people 
whom we saw in Mexico were not Negritos. They 
were Negroes, whose homes once were in Africa. 

19. Copy these sentences, using pronouns instead of the 
nouns underlined : — 

1. My father sold my father's house to ray father's 

brother. 

2. Sixto wrote Sixto's composition before Sixto came 

to school. 

3. When Pedro and I were coming to school, Pedro 

and I saw a bat. The bat was on the ground. 
The bat's wine; was broken. 



16 ADVANCED ENGLISH 

4. Pedro took the bat in Pedro's hand. The bat bit 



Ped 



ro. 



5. I put the bat in Pedro's and my basket. Pedro 

and I carried the basket to Pedro's house, and 
gave it to Pedro's sister. 

6. Pedro's sister put the bat in a cage in Pedro's 

sister's room. 

7. The girls are going to visit the girls' aunt Ana. 

The girls will wear the girls' veils and carry 
the girls' parasols. T he girls' teacher is going 
with the girls . 

20 . Write sentences about : — 

1. Yourself, using the pronouns I, my and me. 

2. Your father and yourself, using the pronouns X, toe, 
our and us. 

3. A man or a boy, using the pronouns he, his and 
him. 

4. A woman or a girl, using the pronouns she and her. 

5. About a parrot, using the pronouns it and its. 

6. About your parents, using the pronouns they, their 
and them. 



Composition 

21. Form of a Composition. 

Copy the following story after reading tJie direct 'mux 
below : — 

The Wise Elephant 

A small wooden bridge had been built across a river in 
India. It was on one of the roads which led into the town 
of Delhi. Almost every day an elephant, belonging to a 



GRAMMAR AND COMPOSITION 17 

country house, had to cross this bridge on his way to the 
town. 

One day, as he came to the bridge, he stopped short and 
refused to cross. His keeper tried with shouts and blows 
to make him go on, but for a long time in vain. At last 
the elephant put one foot cautiously on the bridge, and, 
after a good deal of hesitation, started to cross. 

When he was about halfway, the bridge broke down, 
and elephant and driver were thrown into the river. The 
keeper was killed, and the elephant badly hurt. 

Directions for writing a composition : — 

1. Title. Write the title of the story or composition 
in the middle of the paper, about one and one half inches 
from the top. Leave a line below the title, or subject, 
before beginning the composition. 

2. Margin. Leave a margin of one and one half inches 
at the left side of the paper, and a margin of one inch at 
the right side and at the bottom. 

3. Paragraphs. Begin the first word of a paragraph, or 
part of the story or composition, about two inches from 
the edge of the paper, or about one inch nearer the center 
of the paper than the other lines. This indents the para- 
graphs, showing where each paragraph begins. 

4. Leave more space between sentences than between 
words in sentences. 

5. Keep your margins straight. Write neatly. Spell 
your words correctly. 

6. Write your name on the line below the end of the 
composition, near the right-hand edge. 

7. Write the name of the place, or school, and the date 
on the left-hand side, one line below your signature. 

GIBBS' ADV. ENG. 2 



18 ADVANCED ENGLISH 

8. Fold your paper through the middle, lengthwise. 

9. After folding, write your name on the back about 
one inch from the top. Below the name write the subject 
and the date. 

22. Write a composition containing three paragraphs 
about Bamboo. Tell: — 

1. Where it grows. 

2. Its height, size, stem, leaves. 

3. Its uses. 

Tell the nouns and pronouns used in this composition. 



THE ADJECTIVE 

23 . Read these sentences : — 

1. The old man has rich sons. 

2. I have a small white horse. It has one black ear. 



3. Have you blue eyes ? No, I have brown eyes. 

4. She has two small books and a broken slate. 

5. A large blue heron was catching small frogs in his 

long sharp bill. 

In the first sentence, what word tells the kind of 
man that is spoken of ? What word tells the kind 
of sons f 

In the second sentence, what words describe or tell 
the kind of horse f What word describes ear f 

In the other sentences, what words describe books ? 
Slate ? Frogs ? What words describe heron f Bill f 

These words — old, rich, small, black, blue, etc. 



GRAMMAR AND COMPOSITION 19 

are used to describe persons, places and things. They 
are called Adjectives. 

6. A girl has a fan. 

7. A little girl has a blue fan. 

8. This girl has six fans. 

9. Those girls have no fans. 

In the sixth sentence, the nouns girl and fan do 
not mean any particular girl or fan. The girl may 
be any kind of girl and the fan any kind of fan. 

In the seventh sentence, what kind of girl is 
spoken of? The meaning of the noun girl is now 
changed or modified by the adjective little. The ad- 
jective blue modifies the meaning of the noun fan, by 
describing the fan that is spoken of. 

In the eighth sentence, what girl and how many 
fans are spoken of? In the ninth sentence, what 
words tell what girls and how many fans are spoken 
of? These adjectives — this, those, six and no — do 
not describe, they modify the meaning of nouns by 
telling which or what or how many persons, places, 
or things are spoken of. The words a, an and the also 
are adjectives. 

Adjectives are used to describe, or to tell the number 
or quantity of, the persons, places or things named by 
the nouns that they modify. 

10. Many large yellow mangoes were on the tree. 

11. Two dirty little black pigs were under the bouse. 

Often two or more adjectives are used to modify 
the meaning of one noun. 



20 ADVANCED ENGLISH 



What adjectives modify the noun mangoes f The 
noun pigs ? 

24 Tell the words used as adjectives in tliese sentences : — 

1. Has that boy a large slate ? No, he has a small 

slate. 

2. Have you a green parrot? No, I have a red and 

white parrot. 

3. Ramon has two ripe mangoes and three bananas. 

4. That rich man has much money, many carabaos 

and several large farms. 

5. An old casco loaded with brown jars moved across 

the broad smooth river. 

6. Several pretty red butterflies were on the fragrant 

white flowers. 

7. A happy little girl smiled at me as I passed the 

open door of her nipa home. 

8. A cool breeze blew down the narrow valley. 

9. A small stream of clear water flowed over the 

mossy rocks. 

10. True insects have six legs and three parts to their 
bodies. 

25. The pronouns my, his, her, its, your, our and 
their are used to show possession. They are not used 
as adjectives : — my hat, his dog, her fan, its loings, 
your brother, our house, their school. 

Some nouns show possession also. They must be 
distinguished from adjectives : — Juan's horse, bat's 
ivings, bird's feathers, my father's house, brother's hat, 
Marta's doll. 

The adjectives this, that, these and those are often 
used as pronouns : — 



GRAMMAR AND COMPOSITION 21 

As Adjectives. As Pronouns. 

This hat is red. This is my hat. 

That man is the governor. That is our house. 

These books are new. These are your books. 

Those boys are my brothers. Those are his pens. 

Tell the adjectives and the pronouns in these groups of 
words : — 

1. My yellow kite. 5. This large blue flower. 

2. His mother's horse. 6. Sixto's large hat. 

3. The large carabao. 7. Their best clothes. 

4. The carabao's horn. 8. Our teacher's umbrella. 
9. The tall man struck his head on entering the low 

carriage. 

10. Our old cat caught seven mice and gave them to 

her kittens. 

11. Large ripe oranges are growing on the young trees 

in his uncle's orchard. 

26. Adjectives are often used after am, is, are, teas, 
were, look, feel, seem, taste, smell and a few other 
verbs. These words come between the adjective and 
the word that it modifies : — 

My hat is new. The board feels smooth. 

The man was sick. The mango tastes sour. 

The boys look happy. Thejloiver smells sweet. 

Adjectives are commonly used after these verbs to 
modify pronouns used as subjects : — 

I am sick. It is dead. It tastes sweet. 

He is well. We -were poor. It smells sour. 

She feels sad. You look tired. It feels rough. 



22 ADVANCED ENGLISH 

Adjectives are words used to modify the meaning of nouns 
and pronouns. 

Copy these sentences, writing an adjective in place of 
each blank: — 

1. The man was .... and .... He wore .... 

.... coat and hat, and carried 

cane. 

2. The river was .... and .... The water was 

.... and the current was .... 

3. The island is ... . It contains moun- 

tain and plains near the seashore. 

4 orange tastes . . . ., but 

orange tastes .... 

5 sun is . . . ., .... sky is ... . 

6 box is . . . ., .... box is ... . 

7. Near walls of the city we saw .... 

.... monument. 

27. Write sentences, using these words as adjectives .— 

1. happy 5. first 9. wealthy 13. longest 

2. famous 6. tall 10. earnest 1-4. worst 

3. good 7. generous 11. expensive 15. stronger 

4. ten 8. industrious 12. cheap 16. blaek 

28. Many words are used both as adjectives and as 
nouns. 

As Adjectives As Nouns 

The fig was fat. Eskimos eat fat. 

I have a brass box. The box is made of brass. 

My knife has an iron handle. Iron is a useful metal. 

Lena has a silk dress. Silk is made by worms. 

Tell ivhich of the underlined words in these sentences 
are used as adjectives and which are used as nouns: — 



GRAMMAR AND COMPOSITION 23 

1. Steel is made of iron. I write with a steel pen. 

2. The savage was a cannibal. The tiger is a savage 

animal. 

3. The sun gives light . Cork is light, but lead is 

heavy. 

4. He wore a straw hat. It was made of rice straw. 

5. The oil was in a tin can. The lantern is made of 

tin. 

6. We are going to church . The church bells are 

ringing. 

7. Ana has a jo si dress. Jusi is a valuable cloth. 

8. Nipa is a kind of palm. The house has a nipa roof. 

9. Tall bamboos grew beside the small bamboo house. 
10. He bought a bale of hemp . Hemp rope is much 

used on ships. 

Composition 

29. Write adjectives that may be used to describe : — 

1. book ; as, large, red, old, new, heavy, clean, soiled, 

useful, costly, cheap. 

2. horse 4. hat 6. chair 8. river 10. pencil 

3. house 5. lesson 7. city 9. tree 11. orange 

30. Write sentences, in five paragraphs, describing the 
hind of home you would like. Describe : — 

1. Where you would like it to be. 

2. What should be its surroundings. 

3. Its outside appearance. 

4. The arrangement of rooms. 

5. What use you would make of such a home. 

Before writing, read the rules in Section 21. 
Tell the adjectives that you have used in your sen- 
tences, and ivhat word each adjective modifies. 



24 ADVANCED ENGLISH 

THE VERB 

31. Read these sentences : — 

1. Sixto writes. 3. Birds and bats fly. 

2. Marta laughed. 4. The boy will learn his lesson. 

What does Sixto do ? What did Marta do ? What 
word tells what birds and bats do ? What words 
tell what the boy will do ? 

These words — writes, laughed, fly and will learn 
— are used to express some action. They tell what 
persons or things do, did, or will do. They are 
called Verbs. 

We use a verb when we make a statement, ask 
a question, or give a command. In every sentence 
there must be a verb. What are the verbs in these 
sentences ? 

5. Ramon caught some frogs. 

6. Show me the frogs, Ramon. 

7. Frogs jump and swim. 

8. Ramon will eat the frogs. 

The words am, is, are, was, were, have, has, 
had, will be, shall be, seems, appears, feels do not 
express action, but they are called Verbs, because 
they are used to state, ask or command something. 

Verbs are words used to state, ask, request or command 
something. 

32. After each of the following nouns write a verb thai 
tells what each person or thing does : — 



GRAMMAR AND COMPOSITION 25 



1. horse 


4. farmers 


7. ships 


2. bees 


5. carpenter 


8. sailor 


3. fish 


6. fisherman 


9. soldiers 



33. Write sentences, using these verbs: — 

1. threw 3. saw 5. bought 7. read 9. made 

2. wrote 4. told 6. ate 8. sang 10. took 

34. Some verbs consist of more than one word : — 
/have written a composition. 

Mother is making a new dress. 
The boys have been playing ball. 
To-morroiv we shall go to the city. 

Tell the verbs in these sentences : — 

1. A steamship is crossing the ocean. It moves very 

rapidly. Many people are on it. They are going 
to many countries. 

2. Bamboo is a giant grass. Some bamboos have seeds. 

The people of India eat bamboo seed. I have seen 
a bamboo seed. 

3. The children are planting their gardens. They 

have prepared the land. They will plant many 
kinds of seeds. 

4. The girls are making a large flag. They have 

learned their lessons. The boys have woven many 
hats. 

35. Sometimes other words separate the words of 
the verb : — 

Have you ever seen a blue fish ? 
Are your sisters going to school f 
Can you tell me the name of this plant ? 
I do not know the name of the plant. 
I have never seen a blue fish. 



26 ADVANCED ENGLISH 

Tell which of the words in these sentences form 
verbs : — 

1. Did you see the praying mantis? It had caught a 

fly. It was eating the fly. 

2. No, I have never seen a praying mantis. Is it an 

insect ? 

3. I have drawn a map of Europe. The colors show 

the different countries. Will you find England ? 

4. Have you ever been to Manila ? No, I have never 

been there. I shall go next year. 

5. How much did you pay for this box? I paid two 

pesos. At what price will you sell it ? 

6. The axle of the carromata is broken. Can the 

blacksmith mend it ? We will ask him. 

36. Many words are used both as nouns and as 
verbs : — 

As Verbs As Nouns 

A dog can bark. TJie tree has green bark. 

Monkeys do not walk well. We will take a walk. 

I can sail a ship. The ship has a sail. 

We will plant rice to-day. Bice is a plant. 

Tell which of the underlined words in these sentences 
are nouns and which are verbs: — 

1 . The boy had a bad fall. Where did he fall ? 

2. He hurt his hand. Please hand me the bandage. 

3. The fly did not fly. It was on my shoe. 

4. Did the dam break ? Yes, and the break is a 

hundred meters wide. 

5. All people must work. Do you like your work ? 

6. We shall ride to the barrio. I hope you will 

have a pleasant ride. 



GRAMMAR AND COMPOSITION » 27 

7. The miller ground the corn into feed. Did you 

feed the chickens ? 

8. I can shoe a horse and make an iron ring. 

9. Did you ring the bell ? Answer. Repeat your 

answer. 

10. We shall pass through a deep pass in the moun- 

tains. 

11. He shot a deer near the spring. He is a good shot. 

12. The spring of the carromata broke. We just 

escaped being thrown out upon the ground. 

13. How much did your new banca cost ? The total 

cost was sixty pesos. 

14. The boy made a long jump. I cannot jump so 

far. 

15. The woman will iron the clothes with a hot iron. 

16. Did your dream come true? What did you 

dream ? 

37. Many words are used both as adjectives and as 
verbs : — 

As Adjectives As Verbs 

The board is smooth. Carpenters smooth boards with 

planes. 
You are an idle boy. Do not idle aivay your time. 

The ground is wet. The woman wet the cloth in the 

jar of water. 

Tell which of the words in these sentences are used as 
adjectives and which are used as verbs : — 

1. The door is open. Please open the door. 

2. He raised his left hand. I left my books at home. 



28 . ADVANCED ENGLISH 

3. Light the lamp. Feathers are light. 

4. We are free people. The robber could not free 

himself. 

38. Some words formed from verbs are used as 
adjectives : — 

I have a broken pen. I like baked potatoes. 

The setting sun was red. I knoiv my reading lesson. 

The walls were made of woven bamboo. 

The jar is full of boiling water. 

Tell the words used as adjectives in these senteivces : — 

1. The large butterfly has a broken wing. 

2. The tired horse was being driven by a discouraged 

man. 

3. We saw the broken masts of the sunken ship. 

4. The rising sun was large and red. 

5. The wounded deer was easily caught. 

6. My writing lesson comes before my spelling lesson. 

7. The lost penny was never found. 

8. I like to sit in a rocking chair. 

9. A sleeping man should not be wakened suddenly. 
10. A crowd of laughing boys stood near the school- 
house. 

Composition 

39. Write a list of verbs that tell all you did yesterday ; 
as, I ran, I walked, etc. 

40. Write verbs that tell all yon trill do to-morrow; as, 
I shall go, I shall see, I shall read, etc. 

41. IT 'rite sentences telling about some game that you 
like to play. Tell : — 



GRAMMAR AND COMPOSITION 29 

1. The name of the game. Where you play it. How- 

many may play. 

2. How you play this game. 

3. Why you like to play it. 

Tell the verbs that you have used in your sentences. 

42. Write sentences, in six paragraphs, about Java. 
Tell:- 

1. Where it is. 

2. About its surface and climate. 

3. About the people — Javanese ; Dutch. 

4. The occupations of the people. 

5. Its products. 

6. Its government. 

Tell the verb that you have used in each sentence. 



THE ADVERB 

43. Read these sentences : — 

1. The bird flew swiftly. 4. The moon rose slowly. 

2. The light shone brightly. 5. The dove coos softly. 

3. The boy spoke loudly. 6. The girl sang sweetly. 

In these sentences, which words are verbs ? What 
word tells how the bird flew? How did the light 
shine? How did the boy speak? What does the 
word slowly tell ? Softly f Sweetly f 

These words — swiftly, brightly, loudly, sloivly, 
softly, sweetly — modify the meaning of verbs by 
tellfng how the action is done. They are called 
adverbs. 



30 



ADVANCED ENGLISH 



44. Most adverbs are formed from adjectives by 
adding ly to the adjective. 

Use each of these adjectives and adverbs in a .sen- 
tence : — 



Adjective Adverb 


Adjective 


Adverb Adjective Adverb 


bright brightly 
slow slowly 
easy easily 
gentle gently 
wise wisely 
silent silently 


light 

soft 

neat 

kind 

loose 

honest 


lightly correct correctly 
softly sweet sweetly 
neatly loud loudly 
kindly safe safely 
loosely careful carefully 
honestly careless carelessly 


45. Bead these sentences: — 


1. Anda came here. 


6. He always comes early. 


2. He did not go 


there. 


7. He never comes late. 


3. He often comes here. 


8. He comes late sometimes. 


4. He came yesterday. 


9. He will come again soon. 


5. He is coming to-morrow. 


10. He is coming now. 



Tell the verb in each of these sentences. What 
words answer these questions with the verbs — Came 
where ? Did not go where ? Comes when ? Comes 
where ? Came when ? Is not coming when ? Ask 
similar questions with the verbs in sentences 6, 7, S, 
9, and 10. 

These words — here, there, often, yesterday, to-rhor- 
roiv — modify the meaning of verbs by telling where 
or when the action is done. They are adverbs. 

What are the adverbs in the following sentences ? 

What does each adverb tell ? 



GRAMMAR AND COMPOSITION 31 

11. Who is there ? An old man is there. 

12. Did he go to-day ? No, he went early yesterday. 

13. Is he here now ? No, he will be here late to- 

morrow. 

14. My brother studies diligently now. 

15. Come immediately. Why did you not come before ? 

16. She came once or twice. She never returned. 

46. Read these sentences: — 

1. This is a very easy lesson. 

2. You must not write so rapidly. 

3. You should study more thoughtfully. 

4. He ran too fast. 

5. This flower is most beautiful. 

In the first sentence, what adjective modifies les- 
son? What word tells now easy the lesson is ? The 
word very is an adverb. It modifies the adjective easy. 

What is the verb in the second sentence ? What 
kind of word is rapidly ? What word tells how 
rapidly? The word so is an adverb. It modifies 
the adverb rapidly. 

In the other sentences what kind of words are 
thoughtfully and fast ? Beautiful? What words tell 
how thoughtfully ? How fast ? How beautiful ? 

These words — very, so, too, more, most — are 
adverbs. They are used to modify the meaning of 
adjectives and adverbs. 

Adverbs are words used to modify the meaning of verbs, 
adjectives and adverbs. 

Most adverbs tell how,, when, or where : — 



32 ADVANCED ENGLISH 

I went slowly. I went how? Slowly. 

We came yesterday. We came when ? Yesterday. 

They came here. They came where ? Here. 

He walks very slowly. He walks how slowly? Very. 

She is too tall. She is how tall? Too. 

47. Tell the adverbs in these sentences. Tell what verb, 
adjective, or adverb each adverb modifies. 

1. She walked quickly. She did not turn back. 

2. The lesson was very difficult. I cannot learn it 

to-night. 

3. The cloud soon passed The sun shone brightly. 

4. The moon is very bright to-night. It will set 

late. 

5. We went early to the forests. We saw locusts 

everywhere. 

6. The boy waited patiently. His hair was neatly 

brushed. 

7. The lazy boy soon forgot his lesson. He may al- 

ways be very poor. 

8. The old woman's jar was too heavy. We gladly 

aided her. 

9. She smiled pleasantly and thanked us kindly. 

10. A very large flower grew there. It was very 

fragrant. 

11. The wind blew strongly. Our boat sailed rapidly 

and smoothly. We soon arrived there. 

12. He wrote the letter carefully, folded it neatly, and 

put it away. 

Composition 

48. Write adverbs telling how, when and where these 

actions may be done: — 



GRAMMAR AND COMPOSITION 33 

1. run — how: slowly, carefully, rapidly, etc. 

when : now, to-morrow, soon, never, etc. 
where : here, there. 

2. speak 3. work 4. learn 

49. We must distinguish adjectives from adverbs. 
Adjectives modify nouns or prounonns, by telling how 
many, what kind, or which. Adverbs modify verbs, 
adjectives, or adverbs. They tell how, when, or 
where. 

Copy these sentences, writing in place of each blank one 
of the words in parenthesis. Give a reason for your choice. 

1. Write .... (careful, carefully). 

2. How .... (sweet, sweetly) these flowers are ! 

3. He spoke very .... (kind, kindly) to me. 

4. She wrote .... (slow, slowly). 

5. She is a very .... (careful, carefully) writer. 

6. The wind is very .... (cold, coldly) to-day. 

50. Copy these sentences and write an adjective or an 
adverb in place of each blank : — 

1. The ... . grass was .... slowly waving in the 

.... breeze. 

2. The boy .... sold the .... roses. 

3. My brother is He cannot walk 

We shall arrive .... at school. 

4. A . . . . brook ran .... down the 

valley. 

5. He was to go to school. 

6. She was but her grandfather was 

7. Please give me .... bread. I wish 

.... sugar. 

GIBBS' ADV. ENG. 3 



34 ADVANCED ENGLISH 

8 books are 

9. Leon comes often. 

10. Sixto is ... . always 

51. The word There. 

1. There were many bananas on the tree. 

2. There was no one there. 

In the first sentence, what word is placed first? 
Read the sentence without the word there. Did you 
change the order of the other words in the sentence? 
In this sentence, the word there is used only to intro- 
duce the sentence. 

In the second sentence, how is the first there used ? 
The second there ? Omit the first there, and read the 
sentence. 

Write these sentences, omitting the word there, 

1. There were many fishing boats on the bay. 

2. There will be no school next week. 

3. There are many storms during the year. 

4. There is a strong fort at Corregidor. 

5. There came a crowd out of the city. 

Write ten sentences, using there to introduce each 
sentence. 

SUBJECT AND PREDICATE 

The Subject of the Sentence 

52. Read these sentences : — 

1. Ramon swims. 4. Men work. 

2. The rain falls. 5. Children play. 

3. The river flows. 6. The earth revolves. 



GRAMMAR AND COMPOSITION 35 

In the first sentence, who is spoken of ? What is 
spoken of in the second sentence ? In each of the 
other sentences, who or what is spoken of ? 

Ramon names the person about whom something 
is said. It is the Subject of the sentence. In the 
second sentence, rain is the subject, because it names 
the thing about which something is said. What is 
the subject in each of the other sentences ? 

The Subject of a sentence is the person or thing about 
which something is said. 

What is the verb in each of the above sentences ? 
We can find the subject of a sentence by using who 
or what with the verb to ask a question : — 

Ramon swims. Who swims? Ramon. 

The rain falls. What falls? The rain. 

The old man died. Who died? The old man. 

The subject of a sentence often contains many 
words : — 

His large green umbrella was broken. 

Many tall trees in the forest were blown down. 

The most important product of the Philippine Islands is 

hemp. 

53. Copy these sentences. Draw a line under each 
subject. 

1. The winters in the Frigid Zones are several months 

long. 

2. The natives of Greenland are called Eskimos. 

3. The tallest and largest bamboos grow in India. 

4. Many buildings in New York are made of steel. 



36 ADVANCED ENGLISH 

5. The best woolen cloth is made in England. 

6. Very fine hats of bamboo are made in this city. 

7. Large groves of cocoanut grow on the shore of Samar. 

8. The most useful metal in the world is iron. 

9. My little lame cousin is ten years old. 
10. The largest city in Japan is Tokio. 

54. Write sentences, using these words as subjects : — 

1. Java. 6. The diameter of the earth. 

2. The best coffee. 7. The tallest trees in the forest. 

3. A valuable study. 8. The top of May on volcano. 

4. The polar star. 9. The subject of a sentence. 

5. The wings of a bat. 10. The largest plains in the 

Philippines. 



The Predicate of the Sentence 
55 . Read tJiese sentences : — 

1. My teacher is writing. 4. The pencil is broken. 

2. The girls sew. 5. Fruit bats eat bananas. 

3. The boys make kites. 6. Mariano found a key. 

What is the subject of each of these sentences? 
What is said about my teacher ? About the girls ? 
About the boys? What is said about the subjects of 
the other sentences ? 

The part of the sentence that tells what is said of 
the subject is called the Predicate. What is the sub- 
ject and the predicate of each of the above sentences ? 

What is the verb in each of these sentences? In 
which part of the sentence is the verb ? The predi- 
cate always contains a verb. 



GRAMMAR AND COMPOSITION 37 

The Predicate of a sentence tells what is said of the per- 
son or thing named by the subject. 

56. Tell the subject and the predicate of each sentence 
in Section 53. 

57. Tell the subject and the predicate of each sentence 
in Section 3Jf- 

58. Complete each of these sentences by using a predi- 
cate in place of each blank. Write each sentence. 

1. My oldest sister .... 

2. The circumference of the earth .... 

3. The height of Mayon .... 

4. The Dyaks of Borneo .... 

5. The products of China .... 

6. The English language .... 

7. The smoking of opium .... 

8. Many excellent fibers .... 

9. The Hawaiians .... 
10. My best wish .... 

Subject and Predicate of Questions 

(Review Sections 34 and 35.) 

59. Bead these sentences : — 

1. Has Jose studied his lessons ? 

2. When does the moon rise to-night ? 

3. Where is the highest mountain in the world? 

4. Does Paz wish to go with us ? 

5. Are the boys playing ball this afternoon ? 

In the first sentence, who is spoken of ? What is 
said of him ? What is the subject and what is the 
predicate of this sentence ? 



38 ADVANCED ENGLISH 

What is spoken of in the second sentence ? In the 
third sentence ? The fourth ? The fifth ? What is the 
subject and the predicate of each of these sentences ? 

By changing a question to a statement, we can 
easily find its subject and predicate : — 

Jose I has studied his lessons. 



The moon I does rise to-night when 

The highest mountain in the world I is ivhere 

Paz I does wish to go with us. 

In these sentences, a line is drawn under the whole 
sentence, and another line separates the subject and 
the predicate. 

60. Change each of these questions to a statement. 
Then write the statement, using lines as above to shoiv the 
subject and the predicate. 

1. How are jars made ? 

2. Why does a potter bake the jars ? 

3. How much does a picul of rice cost ? 

4. In what province does most sugar cane grow ? 

5. In what months is rice harvested ? 

6. Why does the farmer plant rice in the rainy season ? 

7. Does your father live in the country ? 

8. Has your school a pretty garden? 

9. Where are the finest fiber cloths made? 

10. Where are the fibers of the pineapple plant ? 

11. Is your town on a large river near the sea? 

12. Of what is copra made ? 



GRAMMAR AND COMPOSITION 39 

Subject and Predicate of Commands 
61. Read these sentences : — ■ 

1. Write carefully. 3. Show me the book. 

2. Get your pen. 4. Never tell a lie. 

What is the verb in each of these sentences ? In 
every sentence there must be a predicate. In com- 
mands and requests, the subject is not usually given. 
Commands and requests are spoken to persons and 
animals. The subject is always the pronoun You. 
We may say You ivrite carefully, but we usually omit 
the word you, and say, Write carefully. 

Sometimes we say — Digno, be still ; Maria, stop 
luhispering , etc. In these sentences, the words Digno 
and Maria are only the names of the persons spoken 
to. They are not the subjects of the sentences. 

(You) I Write carefully Leon (you) I be still 

( You) I Get your pen Maria (you) I stop whispering 

By drawing these lines, or Diagrams, we can easily 
show the subject and predicate of each sentence. 
The diagrams show that you is the subject of each 
sentence. The parentheses about the word show that 
you is not given in the sentence. We say, " The sub- 
ject of the sentence is understood to be the pronoun 
your The diagrams also show that the words Leon 
and Maria are independent of the remainder of the 
sentence. 



40 ADVANCED ENGLISH 

62. Write each of these sentences on a diagram so as to 
show its subject and predicate : — 

1. Go to your seat. 

2. Study this lesson. 

3. Tell me a long story. 

4. Do not forget to buy a hat. 

5. Always do }^our best. 

6. Pedro, bring me your book. 

7. Copy each of these sentences. 

8. Children, do not talk so loudly. 

Composition 

63. Comma in address. 

Use a comma to separate the name of the person addressed 
from the remainder of the sentence. 

Copy these sentences : — 

1. Father, may I go with you to-day ? 

2. Pardo, will you kindly carry this book for me ? 

3. When you go home, Matilda, please give your 

mother this letter. 

Write sentences, addressing these persons :— 

your teacher a brother some boys 

your father a friend some children 

64. 1. Copy the declarative sentences in Section Jfl, 
changing each to an interrogative sen fence. 

2. Write the interrogative sentences in Section 60, 
changing them to declarative sentences. 

3. Write the imperative sentences in Section 62, ch an g- 
ing them, first, to interrogative sentences; second, to 
declarative sentences, 



GRAMMAR AND COMPOSITION 41 

65 . Write sentences, telling : — 

1. A story about a dog, or 

2. The uses of dogs, or 

3. About your dog. 

Tell tlve subject and predicate of each sentence in your 
composition. 

The Simple Subject and its Modifiers 

66. Bead these sentences : — 

1. Dogs are barking. 

2. Three large yellow dogs are barking. 

3. Bats are flying. 

4. Many large fruit bats are flying. 

What is spoken of in the first sentence ? In the 
second sentence? What adjectives are used to de- 
scribe dogs f 

Three large yellow dogs is the Whole Subject of the 
second sentence ; dogs is the Simple Subject ; Three, 
large and yellow are modifiers of the simple subject. 

What is the whole subject of the fourth sentence ? 
What is the simple subject ? What are the modifiers 
of the simple subject ? 

The simple subject of a sentence is usually some 
noun or pronoun. When we speak of the subject of a 
sentence, we usually mean the simple subject. 

The modifiers of a subject are adjectives or some 
words used as adjectives. 

(Review Section 23.) 



42 ADVANCED ENGLISH 

67. When we separate a sentence into its parts, we 
analyze the sentence : — 

Example. — An old blind man was begging for rice. 

Analysis. — The whole subject of this sentence is An old blind nnm. 
The predicate is was begging for rice 

The simple subject is man, which is modified by the adjectives an, 
old and blind. 

We may show the subject, predicate and the modi- 
fiers of a sentence also by writing the sentence on 
a plan, or Diagram. The diagram is a kind of written 
analysis. 

man I teas begging for rice 



An 
'old' 

blind 



Write each of these sentences on a diagram. Analyze 
each sentence. 

1. Many little blue flowers grew by the roadside. 

2. Five large empty cascos floated down the river. 

3. A large rusty pocket knife lay in the road. 

4. Twenty-seven earnest boj^s hurried to school. 

5. Ten little unripe mangoes were found. 

Composition 

68. Copy these sentences, writing a modified subject 
in place of each blanh : — 

1 was found. 

2 was seen on the shore. 

3 were planted in the garden. 

4 were purchased for me. 

5 was blown down. 



GRAMMAR AND COMPOSITION 43 

The Simple Predicate and its Modifiers 

69 . Bead these sentences : — 

1. The mad carabao ran rapidly away. 

2. The full moon shone brightly. 

In the first sentence, ran rapidly away is the Whole 
Predicate ; ran is the Simple Predicate ; slowly and 
away are modifiers of the simple predicate. 

In the second sentence, what is the whole predicate ? 
The simple predicate ? The modifiers of the simple 
predicate ? 

The simple predicate of a sentence is a verb. The 
modifiers of the simple predicate are adverbs or some 
words used as adverbs. 

(Review Sections 45, 46 and 47.) 

70. Analyze each of these sentences. Write each sen- 
tence on a diagram. 

1. Many very large green butterflies were seen yes- 
terday. 

Diagram Analysis 

butterflies I were seen This is a declarative sen- 



Many , yesterday tence. The whole subject is 

j ar(/e Many very large green butter- 

flies, and the whole predicate 
I — - — . is were seen yesterday. The 



areen simple subject is butterflies. 



which is modified by the adjectives many, large and green. Large is 
modified by the adverb very. 

The simple predicate is were seen, which is modified by the adverb 
yesterday. 



44 ADVANCED ENGLISH 

2. The little boy fell down. 

3. My oldest brother will surely come early to-morrow. 

4. Do not talk so loudly. 

5. This red ball bounces well. 

6. The stars were shining brightly then. 

7. The largest deer was soon caught. 

8. My little cousin is coming here to-night. 

9. The tired traveler slept soundly. 

10. The old soldier fought bravely. 

11. Go there immediately. 

12. Will your ship sail early to-morrow ? 

Composition 

71. Copy these sentences, writing a modified predicate 
in place of each blank : — 



1. The boy .... 


4. The sun .... 


2. A large turtle . 


... 5. The bamboos . 


3. Some children . 


... 6. A banca .... 


72. Abbreviations. 




Some words, for 


convenience, are short 


writing. 





Mr. White, instead of Mister Wliite. 
Gen. Grree?i, instead of General Green. 
ft. and m., instead of foot and meter. 
P.I., instead of Philippine Islands. 

Such shortened words are called Abbreviations. In 
reading an abbreviated word, we pronounce the whole 
word. Thus : Supt. Miller and Dr. Coon we should 
read, Superintendent Miller and Doctor Coon. 



GRAMMAR AND COMPOSITION 



45 



Abbreviations of names of persons, places, countries and 
titles, which begin with capital letters, also begin with 
capital letters : — 



U.S., United States Wed. 

Sec, Secretary Jan., January 

P. I., Philii^pine Islands 

Every abbreviation should be followed by a period. 

Copy and learn these abbreviations : — 



Mr., Mister 

Messrs., Gentlemen 

Mrs., Mistress (pronounced 

Misses) 
Mme., Madame 
Sr., Senior 
Jr., Junior 
Esq., Esquire 
Hon., Honorable 
Rev., Reverend 
Prof., Professor 
Dr., Doctor 
Abp., Archbishop 
Bp., Bishop 
Pres., President 
G-ov., Governor 
Gren., General 
Col., Colonel 



Maj., Major 
Capt., Captain 
Lt. or Lieut., Lieutenant 
Att., or Atty., Attorney 
P.M., Postmaster 
Supt., Superintendent 
D.D., Doctor of Divinity 
LL.D., Doctor of Laws 
B.L., Bachelor of Laws 
M.I)., Doctor of Medicine 
D.B.S., Doctor of Dental 

Surgery 
Ph.D., Doctor of Philoso- 
phy- 
M.A., or A.M., Master of 

Arts 
B.A., or A.B., Bachelor of 
Arts. 



:?., Benjamin 
Chas., Charles 
Edw., Edward 



Christian Names 

Greo., George 
Jas., James 
Jno., John 



Jos., Joseph 
Thos., Thomas 
Wm., William 



46 



ADVANCED ENGLISH 



Time 



Hr., or hr., hour 
Min., or min., minute 
Sec, or sec, second 
A.M., forenoon 
P.M., afternoon 
M., noon 
B., or d., day 
Sun., Sunday 
Mon., Monday 
Tues., Tuesday 
Wed., Wednesday 
Thurs., Thursday 
Fri., Friday 
Sat., Saturday 
Jan., January 
Feb., February 



Mar., March 

Apr., April 

Jun., June 

Jul., July 

Aug., August 

Sept., September 

Oct., October 

Nov., November 

Bee, December 

Mo., or mo., month 

Ult., or ult., ultimo 

Inst.', present month 

Prox., or prox., next month 

Yr., or yr., year 

B. C, Before Christ 

A.B., In the Year of Our Lord 



Miscellaneous Abbreviations 



Ace, or acct., account 
Amt., amount 
Ans., or ans., answer 
Bal., balance 
Co., Company, County 
O. 0. B., cash on delivery 
Cr., creditor, credit 
Br., debtor, debit 
Boz., or doz., dozen 
Fa., each 
Rec'd., received 
Anon., anonymous 



Prov., province 
Ex., example 

Pro tern., or pro ft- in. (Pro 
tempore), for the time being 
Ms., manuscript 
Mss., manuscripts 
Mt., mount or mountain 
P., or p., page; pp., pages 
R.R., railroad 
Rt. Rev., Right Reverend 
@, at 
Av., or Ave., avenue 



GRAMMAR AND COMPOSITION 47 

Per cent, or per cent (Per Yd., or yd., yard 

Centum), by the hundred In., or in., inch 

St., street, or Saint M., meter 

Is., Isl., or isl., island Etc., or etc., and others 

Bo., or do. (Ditto), the same L., Lb., or lb., pound 



73. Dates. 

What day of the week is this ? What month ? 
What day of the month? What year? Write sen- 
tences telling these things. 

We may write the time, or date, in a much shorter 
way : Monday, June 12, 1909. 

Usually the date contains the month, the day of 
the month and the year. 

Copy these dates: — 

July 3, 1908. Sept. 6, 1905. 

August 5, 1910. Jan. 4, 1882. 

October 11, 1492. Nov. 3, 1453. 

Which words begin with capitals ? Why ? 

Which mark is used after the day of the month ? 



Write: — 

1. The date of the beginning of school. 

2. The date of each holiday during the year. 

3. The date of your birth. 

4. The date of Christmas. 

5. The date of the battle of Manila. 



48 ADVANCED ENGLISH 

PHRASES 

74. Read these sentences : — 

1. The light of the moon shone on the water. 

In this sentence, what group of words tells the kind 
of light ? What group of words tells where the light 
shone? Which of these groups of words is used like 
an adjective to modify a noun ? Which is used like 
an adverb to modify a verb ? 

These groups of words — of the moon and on the 
water — are called Phrases. 

2. The cover of my book fell upon the floor. 

3. The peoples of Europe belong to the white race. 

4. Groves of cocoa palms grow along the seashore. 

5. A raft of bamboos floated down the river. 

In the second sentence, what phrase modifies cover ? 
What phrase tells where it fell? What phrase modi- 
fies the subject in each of the other sentences ? What 
phrases modify the verbs ? 

Phrases that are used, like adjectives, to modify the 
meaning of nouns are called Adjective Phrases. 

Phrases that are used, like adverbs, to modify the 
meaning of verbs are called Adverbial Phrases. 

Some phrases are used like nouns. 

A Phrase is a group of words used as an adjective, an 
adverb, or a noun. It does not contain a subject or a 
predicate. 



GRAMMAR AND COMPOSITION 49 

75. Tell the phrases in each of these groups of words. 
Tell what word each phrase modifies, and whether it is an 
adjective or an adverbial phrase. 

1. A house in the country. 6. Flew over the rice fields. 

2. Walked to school. 7. Fell out of the tree. 

3. Went with his brother. 8. The price of this hat. 

4. The height of the tree. 9. The length of the board. 

5. Jumped into the river. 10. Floated down the river. 

76. Write sentences, using these phrases. Tell what 
each phrase modifies, and whetJier it is an adjective or an 
adverbial modifier. 

1. Of wood 4. Near the river 7. For you. 

2. On the hillsides. 5. From the market. 8. Of Borneo. 

3. With my sister. 6. Over the river. 9. To him. 

77. Analyze each of these sentences. Write it on a 
diagram. 

1. The largest villages of the Igorots are in the val- 
leys of the Cordilleras. 

Diagram 

villages I are 



The in the valleys 



largest | of the Cordilleras 



of the Igorots 



Analysis 

The whole subject is The largest villages of the Igorots. The whole 
predicate is are in the valleys of the Cordilleras. 

The simple subject is villages, which is modified by the adjectives The 
and largest, and the adjective phrase of the Igorots. 

The simple predicate is are, which is modified by the adverbial phrase 
in the valleys. Valleys is modified by the adjective phrase in the Cor- 
dilleras. 

GIBBS' ADV. ENG. 4 



50 



ADVANCED ENGLISH 



9. 



The shark swam swiftly through the water. 

The roof of the house was covered with cogon grass. 

The backs of my books were eaten by the roaches. 

Will you jump into the water ? 

Come into the house with me. 

The capital of the United States is on the Potomac 

River. 
The sap of the nipa palm is made into alcohol. 
A dark cloud of smoke rose slowly from the crater 

of the volcano. 



Composition 
78. Adjective word modifiers precede the noun, and 
the phrase modifiers follow it. 



Adjective Word 




Adjective Phrase 


an old 




by the river 


a white 


■ house ■ 


with an iron roof 


the little 


near the bridge 


a nipa 




on the hill 



Write several adjective word and phrase modifiers 
with each of these nouns: — 

1. knife 3. jar 5. boat 7. bird 

2. pencil 4. book 6. box 8. cart 

Adverbial word modifiers follow the verb im- 



79. 



mediately ; the phrase 


modifiers follow the 


modifiers. 










Adverbial Word 


Adverbial Phrase 




loudly 




in school 




sweetly 




on the way home 


sang 


softly 




with all Mi might 




clearly 




from the book 



word 



GRAMMAR AND COMPOSITION 51 

Write adverbial word and phrase modifiers with 
each of these verbs : — 

1. drove 3. played 5. worked 7. spoke 

2. walked 4. sailed 6. wrote 8. sat 

80. Letter Writing. 

1. Copy the following outline of a letter. Learn the 
names of the parts. 



1. Heading 



2. Address 



3. Salutation 

4. Body of the letter 



5. Complimentary ending 



6. Signature 



52 ADVANCED ENGLISH 

(2) Copy the following letter, using the form on 

page 51 ; — 

64 Palacio St., 

Manila, P.I., 
July 7, 1908. 
Mr. Macario Calderon, 
82 Rosario St., 
Manila, P.I. 

Dear Mr. Calderon: — 

I have just received a letter from our old schoolmate, 
Felipe Ortega. He will arrive in Manila to-morrow even- 
ing, and will remain in the city for several days. 

Not having your address, he has asked me to inform 
you of his coming. Will you let me know by return 
mail, when and where it will be convenient for you to 
meet him ? 

Sincerely yours, 
Manuel Andrada. 

(3) Write upon envelopes the addresses of these 
people : — 

1. Harper & Brothers, Franklin Square, New York, 

U.S. A. 

2. To the Honorable Benito Legarda, House of Repre- 

sentatives, Washington, D.C., U.S.A. 

3. Miss Fernanda Galang, Cottabato, Mindanao, 

Philippines. 

4. Mr. Esteban Reyes, Editor of Filipino Industries, 

Iloilo, P.I. 

(4) Write a letter, telling a friend about the occupa- 
tions in your town. Tell : — 

1. What the occupations are. 

2. Where the materials come from. 



GRAMMAR AND COMPOSITION 53 

3. What the products are and how they are made. 

4. Where the products are sold and their value. 

Draw a line under each phrase you have used. Tell 
whether it modifies a noun or a verb. 

81. Write;- 

1. A letter to a schoolmate who is absent from school 
this year. Tell about some school entertainment. 

2. A letter to a friend in Sarawak, Borneo, whom 
you wish to visit. Ask about the route, steamers, the 
country, climate, people, and other facts which you may 
wish to know. 

3. A letter to a little cousin. Tell some interesting 
story. 



THE PREPOSITION 

82. Tell the phrases in these groups of words, and what 
word each phrase modifies : — 

1. Looked into the box. 8. Tops of the trees. 

2. Walked to the town. 9. Wrote with a pencil. 

3. Jumped over the brook. 10. Went behind the house. 

4. Sat beside me. 11. Lost among the leaves. 

5. Rolled under the table. 12. A gift for you. 

6. Lived near the volcano. 13. Worked before breakfast. 

7. Talked about his neigh- 14. Slept after lunch. 

bors. 15. Ran though the house. 

What words begin these phrases ? These words 
are called Prepositions. 

The ball was on the box. 



54 ADVANCED ENGLISH 

In this sentence, on the box is a phrase modifying 
ivas. On is a preposition. It introduces the phrase 
and tells where the box was in relation to the ball. 

We may use other prepositions to show other posi- 
tions or relations of the ball to the box: — 

The ball was in the box. 
The ball was under the box. 
The ball tvas near the box. 

83. Take a bell and a hat. Put them, in various posi- 
tions. Write a sentence, stating each position. Tell what 
prepositions you use to show these positions or relations. 

84. The noun or pronoun used with a preposition 
to form a phrase is called the Object of the prepo- 
sition. 

The leaves of the book. A fan for her. 

The nuts in the basket. Played with them. 

In these phrases, booh is the object of the preposi- 
tion of; basket is the object of the preposition in. Of 
what preposition is her the object ? What is the ob- 
ject of the preposition with f 

We can find the object of a preposition by using 
what or whom with the preposition to ask a ques- 
tion : — 

The ship sailed through the straits. Through what? 

The straits. 
I carried the jar for her. For whom? Her. 

Tell the object of each preposition in the ph. rases in 
Section 8 .'. 



GRAMMAR AND COMPOSITION 55 

A Preposition is a word used with a noun or a pronoun 
to form a phrase, and to show the relation of the noun 
or pronoun to some word that the phrase modifies. 

85. Read again the sentences in Section 77. 

Tell the prepositions and the object of each preposition. 

86. Make sentences, using these prepositions : — 

at up upon above about beyond 

by down into below after across 

on with under beside against between 

of over near until before through 

87. The object of a preposition often has many 
modifiers. 

Diagram and analyze the following groups of words .- — 
1. Rolled down the steep roof of the old house. 



Boiled 
| down 


Diagram 

I roof 








the 






steep 






of 1 


house 








the 




Analysis 


old 







Boiled is modified by the phrase down the steep roof. Down is a 
preposition which introduces the phrase and shows the relation of 
rolled to roof. Boof is the object of the preposition down. It is 
modified by the adjectives the and steep and by the adjective phrase 
of the old house. Of introduces the phrase and shows the relation of 
house to roof. House is the object of the preposition o/, and is modi- 
fied by the adjectives the and old. 



56 ADVANCED ENGLISH 

2. Were surrounded by a large band of ladrones. 

3. Came from the highest mountains on the plateau. 

4. Walked slowly through miles of forests. 

5. Started late in the afternoon of the first day. 

6. A tribe of people in the mountains of Mindanao. 

7. Live in a narrow valley on the plateau of Benguet. 

8. Came to school with a basket of mangoes on his 

head. 

88. Analyze each of these sentences. Write it on a 



1. A bamboo band was playing under the trees on the 

banks of the river. 

2. In what year did Legaspi come to Manila ? 

3. With whom did you go to the city yesterday? 

4. The road to the city was on the left bank of the 

Agno River. 

5. The roots of the taro plant are used for food by the 

people of the Hawaiian Islands. 

6. Go quickly to the market for some rice. 

7. The roof of the church in my town is made of large 

sheets of corrugated iron. 

89. Some words may be used either as adverbs or 
as prepositions : — 

As Adverbs As Prepositions 

Jack fell down. Jack went down the hill 

Please walk in. He teas in the house. 

We walked on. The bunt is on the shore. 

The smoke went up. We walked up the hill. 

Mead these sentences. Tell whether the words under- 
lined are used as adverbs or as prepositions; — 



GRAMMAR AND COMPOSITION 57 

1. Stand up. 3. Put your hat on. 

2. Jump down. 4. Take your slippers off. 

5. The man jumped off the horse. 

6. The boat floated down the river. 

7. We walked up and down. 

8. The horse ran up the street. 

9. Three ships went sailing by. 

10. They sailed rapidly along. 

11. I was walking along the river. 

12. Some little mice sat in a barn to spin. 
Pussy came by, and she popped her head in. 

Composition 
90. 1. Write sentences, using these phrases of time : — 

1. At one o'clock. 4. After dinner. 

2. Before sunrise. 5. On Wednesday. 

3. Since yesterday. 6. In five hours. 

2. Write sentences, using these phrases expressing 

place : — 

1. In the church tower. 4. From San Francisco. 

2. On horseback. 5. Near Mayon Volcano. 

3. Beside me. 6. Under the table. 

7. Between Formosa and China. 

3. Write sentences, using these phrases to express 

manner : — 

1. With all his might. 3. Like a soldier. 
%, Without money. 4. Like an old man, 



58 ADVANCED ENGLISH 

91. Addresses. 

In writing addresses, the following titles may be 
used : — 

Mr. in addressing a man. 

Mrs. in addressing a married woman. 

Messrs. in addressing two or more men. 

Miss in addressing an unmarried woman or girl. 

Rev. or The Rev. in addressing a clergyman. 

Hon. or The Hon. in addressing a member of Commission, 

Assembly, or other high official of the government. 
To the Honorable in addressing the governor, the mayor, 

or other high official. 
Gen., Col., Supt., Dr., and Prof., in addressing persons 

to whom these titles properly belong. 
Esq. (Esquire) is often used after the names of lawyers 

and other gentlemen. 

Cut paper the size of the envelope represented below. 
Copy the address. Note the position of the stamp. 



Dr. Sixto P. Baluyut 
64 Real St. 
Dumaguete 

Negros Oriental, P.I. 



GRAMMAR AND COMPOSITION 5§ 

The address of the writer is often placed in small 
letters in the upper left hand corner of the envelope. 



S. M. Roco 
16 San Miguel St. 








• 






Tagbilaran 
Bohol, P.I. 




Stamp 






Miss Mariana K. Alba 




27 Magellan St. 




Catbalogan 




Samar, P.I. 



92. Mr. Edward D. Hudson, Chicago University, 
Chicago, U.S.A., has written to your teacher re- 
questing a description of the cocoanut palm. 

Reply to this letter, telling: — 

1. Where the cocoanut palm grows in the Philippines. 

2. The appearance of the tree : (a) The stem ; (b) The 

leaves ; (c) The nuts. 

3. The uses of the tree : (a) The stem ; (b) The 

leaves ; (c) The nuts ; (d) The sap. 

4. How the palms are raised : (a) The nuts sprouted ; 

(b) The seedlings planted in groves ; (c) Cultiva- 
tion and time to bearing of nuts ; (d) The gather- 
ing of the nuts. 

5. The value of the products. 

Tell the phrases and prepositions used in your letter. 



60 ADVANCED ENGLISH 

COMPLEMENTS 
93. Read these sentences: — 

1. Pedro struck. • 

2. Pedro struck the desk. 



In the first sentence, struck is not a complete predi- 
cate. In the second sentence, the predicate is com- 
pleted by the word desk. 

Desk tells what was struck. It is called the Com- 
plement of the verb struck. 

3. I wrote a letter. 5. Paz ate a cake. 



4. Marta sang a song. 6. Mother is cooking rice. 

What is the verb in each of these sentences ? What 
did I write ? What did Marta sing ? What is the 
complement of wrote f Of sang ? Of ate ? Of is 
cooking f 

Some verbs do not require complements : — 

/walked to the city. She is laughing. 

He ran aivay. They are standing. 

Birds fly. We sailed around the island. 

We can find the complement of a verb by using 
what with the verb to ask a question : — 

Father found a peso. Father found what ? A peso. 

Mother baked the bread. Mother baked what ? The bread. 

The banana is ripe. The banana is what? Ripe. 

Iron is a metal. Iron is what ? A metal. 



GRAMMAR AND COMPOSITION 61 

94. Tell the verb and the word used as complement in 
each of these sentences : — 

1. We bought a farm. 9. The monkey climbed a 

2. They are threshing rice. tree. 

3. She gave a fan to him. 10. He threw a nut at me. 

4. Ihavelearnedmylessons.il. We have a school garden. 

5. The bird was a parrot. 12. The boys are planting 

6. He saw her. onions. 

7. It is I. 13. My teacher is very kind. 

8. The books are heavy. '14. Dragon flies eat mosqui- 

toes. 

95. Kinds of complements — Object Complements 
and Attribute Complements. 

An Object Complement completes the predicate and names 
the person or thing that receives the action expressed by 
the verb : — 

1. He broke the pencil. 3. They bought the horse. 

2\ I caught a turtle. 4. She wrote the sentence. 

What was broken ? What was caught ? What is 
the object complement in the first sentence ? In the 
second sentence ? What is the object complement in 
the third sentence ? In the fourth sentence ? 

Tell the verbs and the object complements in these 
sentences : — 

1. They dug an artesian well. 

2. We built a house of bamboo. 

3. The Chinese have many stores in Manila. 

4. His father owns a large farm. 



62 ADVANCED ENGLISH 

5. We saw him yesterday. 

6. The people fortified the city. 

7. The pirates burned the town. 

8. Get the slate. 

0. Write a long letter to me. 
10. Did you find the peso ? 

96. Write sentences, using these words as object com- 
plements : — 

1. pen 3. banjo 5. dress 7. her 

2. cocoanut 4. tree 6. rice 8. me 

97. An Attribute Complement completes the predicate, and 
names or describes the subject of the sentence : — 

1. This boy is my brother. 4. This girl is she. 

2. My brother is tall. 5. No, it teas I. 

3. The river was deep. 6. lam a boy. 

In the first sentence, the word brother is an attribute 
complement. It completes the verb is and names the 
subject. In the second and third sentences, tall and 
deep are the attribute complements. They complete 
the predicates and describe the subjects. What are 
the attribute complements in the other sentences ? 

98. Tell the attribute complements in the sentences in 
Section 28. 

What kind of words are these attribute comple- 
ments ? 

99. Write sentences, using tJiese words as attribute 
complements : — 



GRAMMAR AND COMPOSITION 63 



1. lie 


3. man 


5. continent 


7. people 


2. I 


4. Jose 


6. products 


8. animal 



100. Tell the verbs and the hind of complement in 
each of the sentences in Section 9 4- 

101. Analyze and diagram each of these sentences: — 

1. The heart sends blood to all parts of the body. 

Diagram 
heart I sends \ blood 



The | to | parts 



all 



of | body 



the 



2. The hard white coat of the teeth is the enamel. 

Diagram 

coat I is \ enamel 



The I j the 



hard 



white 

of | teeth 



the 



3. We have four kinds of teeth. 

4. Each person has two sets of teeth. 

5. The teeth prepare the food for digestion. 

6. My class is now studying physiology. 

7. The carpenter is building a house for my uncle. 

8. They will cover the sides of the house with suauli. 

9. The doors will be high. 

10. We shall have a large piazza on one side of the 

house. 

11. Tell the names of the things in a blacksmith's shop. 



64 



ADVANCED ENGLISH 



Composition 

102. Copy these sentences, writing in the place of each 
blank several words which may be used to complete tlie 
sentence : — 







long, 
broken. 




heavy, 
cold. 




1 . The pencil is 


mine, 
large, 
heavy. 


2. The stone feels 


rough, 
smooth. 
i warm. 


3. 


The orange tastes . . . 


8. The jar smells . . . 


4. 


The man looks . . . 


9. I eat . . . 


5. 


The box seemed . . . 


10. We love . . . 


6. 


The blacksmith makes . . 


. 11. The carpenter made . . . 


7. 


The farmer rais 


es . . . 


12. The grocer sells 





THE CONJUNCTION 



103. Read these sentences : — 

1. Gregorio and Francisco are brothers. 

2. They have no carts nor carromatas. 

3. They will buy a carriage or a calesa. 

What word connects the names of the brothers ? 
What words are connected by nor f What word 
connects carriage and calesa ? 

These words — and, nor and or — are used to con- 
nect words or the parts of a sentence. They are 
called Conjunctions. 

4. Many fine hats are made in Bulaean and in Pan- 

gasinan. 



GRAMMAR AND COMPOSITION 65 

5. The people of Pampanga and of Negros raise much 

sugar cane. 

In these sentences, what phrases are connected by 
the conjunction and f 

6. Coal is found on Batan Island, and petroleum is 

found in Cebu. 

7. I was late to school, but I did not miss my lesson. 

In these sentences, what two short sentences are 
connected by and and by but? 

A Conjunction is a word used to connect words, phrases 
and sentences. 

The following are some of the words used as con- 
junctions: — 

and nor because before either — or 

but if while than neither — nor 

or that after as — as whether — or 

Some conjunctions are used in pairs : — 

both — and Both Leon and I saw the wild cat. 

so — as He is not so strong as I. 

as — as Re is as tall as I. 

either — or I will have either a mango or an orange. 

neither — nor He can neither read nor write. 

whether — or We didn't hioiv whether she had gone to the 
church or to the market. 

104. Tell the words used as conjunctions in these sen- 
tences. Tell what each conjunction connects. 

1. The blood flows through the arteries and through 
the veins. 

gibus' adv. eni;. — 5 



tiQ ADVANCED ENGLISH 

2. I had studied my lesson, and I spelled all the 

words. 

3. Many small animals have no bones, but all large 

animals have skeletons. 

4. The ships sailed as soon as we reached the wharf. 

5. We should eat three or four kinds of food at each 

meal. 

6. The climate of Samar is cooler than the climate of 

Bulacan. 

7. We have a rainy season when the southwest mon- 

soon blows. 

8. Both the southwest and the northeast monsoons 

bring rain to some of the islands. 

9. We have learned something about prepositions and 

conjunctions. 

The Compound Subject 
105. Head these sentences : — 

1. Arithmetic and geography are very useful studies. 

2. North America and South America are on the west- 

ern hemisphere. 

3. Corn, sugar cane, rice and bamboo are kinds of 

grass. 

What is the predicate in the first sentence? What 
are spoken of? How many simple subjects has this 
sentence? What are the simple subjects in the second 
sentence? In the third sentence, what is the whole 
subject ? Of how many simple subjects is the whole 
subject composed ? By what conjunction are the 
simple subjects connected? 



GRAMMAR AND COMPOSITION 67 

Two or more connected subjects that have the same predi- 
cate form a Compound Subject. 

4. Borneo, Tawi-Tawi and Jolo were once the homes 

of many pirates. 

5. Corn, rice, fish, alcohol, jusi and hats are the most 

important products of Bulacan. 

6. Athens, Rome and Constantinople were once the 

greatest cities in the world. 

7. Cotton, hemp, flax, wool and silk are the most im- 

portant fibers. 

In each of these sentences, what words form the 
compound subject? What mark is used after each 
subject except the last two ? Several words written 
together form a Series. 

106. Analyze each of these sentences. Write it on a 
diagram. 

1. Irrigation of the land and cultivation of the soil are 
very important for successful farming. 



Irrigation 




Diagram 


1 of | land 
| the 


and 


\^ 1 are \ important 


/' 


very 


cultivation 


for farming 


1 of soil 
the 






1 successful 



Analysis 

The whole subject of this sentence is Irrigation of the land and culti- 
vation of the soil. The whole predicate is are very important for success- 
ful farming. 

The subject is compound. The simple subjects are irrigation and 
cultivation. Irrigation is modified by the adjective phrase of the land. 



68 ADVANCED ENGLISH 

Cultivation is modified by the adjective phrase of the soil. The subjects 
are connected by and. The simple predicate is are, which is completed 
by the attribute complement important. Important is modified by the 
adverb very and by the adverbial phrase for successful farming. 

2. The brain, the spinal cord and the nerves from them 

are the principal parts of the nervous system. 

3. The nerve cells and the nerve fibers do the work of 

the nervous system. 

4. The cerebrum, the cerebellum, the medulla oblon- 

gata and the spinal cord are the parts of the brain. 

5. Breathing, the beating of the heart and the diges- 

tion of food depend upon the sympathetic nervous 
system. 

6. Food, sleep, work, rest, anger or happiness affect 

the nervous system. 

The Compound Predicate 

107. The Predicate of a sentence also may be Com- 
pound. 

We have solved the problems in arithmetic and written 
a composition. 

Diagram 
have solved | problems 
Wp I / ' an ^ I arithmetic 

\> l written \ composition 

Analysis 

We is the subject of the sentence. The predicate is compound. 

Have solved is the first simple predicate. It is completed by the ob- 
ject complement problems, which is modified by the phrase in arithmetic. 

Written is the second simple predicate. It is completed by the object 
complement composition, which is modified by the adjective <<. 

The simple predicates are connected by the conjunction <m<l. 



GRAMMAR AND COMPOSITION 69 

Two or more connected predicates that have the same sub- 
ject form a Compound Predicate. 

Analyze each of these sentences. Write each sentence 
on a diagram. 



1. The farmer plowed the ground, sowed the seed and 

harvested the grain. 

2. They cut the tobacco plants and hung them in the 

sunshine. 

3. The best tobacco is raised in the valley of the Caga- 

yan River, sent to Manila in bundles and there 
prepared for smoking. 

4. Eat no food except good food and drink no water 

except boiled water. 

5. Wear a flannel cloth around the body at night, and 

do not sleep on the floor. 

6. Industrious, happy people usually live longest and 

enjoy life most. 

7. The Spanish, the Italian and the Portuguese live in 

southern Europe and belong to the Latin race. 

The Compound Complement 

108. The Complement of a sentence may be Com- 
pound. 

The chief exports from Manila are hemp, sugar, copra, 
indigo and tobacco. 

hemp 





I are 


^/and 


sugar 


exports 


copra 




The 
chief 


Manila 


\ 


indigo 




tobacco 




from | 





70 ADVANCED ENGLISH 

Diagram and analyze each of these sentences : — 

1. The sun gives light and heat to the earth. 

2. On our way to school we saw neither Pablo nor 

Felix. 

3. I studied and recited my arithmetic and geography. 

4. The Anglo-Saxons have straight, sharp noses, white, 

ruddy skin, yellow hair and blue eyes. 

5. My books, pencils, and papers fell into the river 

and were washed away. 

6. The Tinguianes and the Ilocanos weave and sell 

much pretty cloth and many useful blankets. 

Compound Modifiers. 

109. Adjective and adverbial Modifiers are often 
Compound. 

A large black and white ball rolled across the room and 
out of the door. 



rolled 




Diagram and analyze these sentences : — 

1. The blood flows through the arteries and through 

the veins. 

2. The blood absorbs oxygen in the lungs and through 

the skin. 

3. The dearest and gentlest little girl in the world is 

my sister. 



GRAMMAR AND COMPOSITION 71 

4. The boat glided swiftly but almost noiselessly 

through the water. 

5. We walked by the river, through the woods and 

across the fields. 

110. Comma in a series. 

Copy these sentences: — 

1. Bananas, oranges, chicos and mangoes are fruits. 

2. The boys walked over the bridge, through the vil- 

lage and up the hill. 

In the first sentence, what words are used as sub- 
ject ? What mark is placed after each word except 
between the last two ? In the second sentence, what 
phrases modify walked f AVhat mark is placed after 
each phrase except between the last two ? 

In a series of words or phrases used in the same 
way, as in compound subjects, predicates, comple- 
ments or modifiers, a comma is placed between the 
words or phrases except between the last two. 

In a series, the conjunction and is used generally 
only between the last words or phrases of the series, 
and a comma is placed between the other members of 
the series. If the conjunction is used between all 
the members of a series, the commas are omitted : — 

Plants, animals and men must have air to breatlie. 

Plants and animals and men must have air to breathe. 

Place a comma between the members of a series unless 
the conjunction is expressed. 



72 ADVANCED ENGLISH 

Copy and complete the following sentences: — 

1 are animals. 

2. I study 

3. We drove through by 

.... along 

4. A grocer sells 

5. The furniture in my house consists of 



Combine these sentences. Tell what part of each sen- 
tence is compound. 

1. The moon shines at night. The stars shine at 

night. The moon and the stars shine at night. 

2. A hat was sent to the chief. A bag of rice was 

sent to the chief. A roll of cloth was sent to 
the chief. 

3. Indians have brown skin. Indians have black eyes. 

Indians have straight, black hair. 

4. We saw Negritos in the forest. We saw Negritos 

on the mountain. We saw Negritos in a banca 
near the shore. 

5. The people of Romblon make petates. The peo- 

ple of Romblon raise cattle. They quarr}- 
marble. 

Write sentences, telling: — 

1. What are the chief products of Mindanao. 

2. What peoples belong to the brown race. 

3. What are the oldest civilized countries. 

4. What are six important minerals. 

5. Three things you did yesterday. 

6. Who the chief officers of your province are. 
Analyze each of the sentences you hare written. 



GRAMMAR AND COMPOSITION 73 

7. Much hemp is raised in Albay. Much hemp is 
raised in Sorsogon. Much hemp is on Marin- 
duque. 

111. Complete the following statements by writing a 
compound subject in place of each blank : — 

1 are cities in America. 2. . . . . are the most 

important cereals. 3 are the largest animals in 

the world. 4 are in the Torrid Zone. 5 

are made of wood. 6 are the chief industries of 

China. 

112. Complete the following statements by writing a 
compound predicate in place of each blank : — 

1. The carpenter .... 2. The fisherman caught .... 
3. The Pampanga river .... 4. The farmers .... 
5. Ceylon produces .... 6. My teacher wrote 

113. Copy these sentences, using compound word or 
phrase modifiers in place of each blank : — 

1. The dog chased the deer .... 2. The deer ran 
.... 3. My father is ... . 4. The soldiers fought 
.... 5. After the battle they marched .... 

114. Write a composition about The Uses of Cocoa- 
nuts. Tell : — 

1. Parts of the nut. 

2. Uses of the husk : the outside fiber. 

3. Uses of the nut : the shell, the meat. 

4. What copra is, how it is made, its uses. 

5. How oil is made; its uses. 

6. Value of these products to the people. 

Tell the conjunctions that you have used and what each 
connects. 



74 ADVANCED ENGLISH 

THE INTERJECTION 

115. Read these sentences : — 

1. Halloo! Where are you going ? 

2. Stop ! stop ! I am falling ! 

3. Help ! help ! I am drowning! 

4. Pshaw ! I don't believe it. 

5. Pooh ! Who's afraid of a dog ? 

6. Hurrah ! We won the game. 

In these sentences, various words are used to ex- 
press sudden feeling. Halloo in the first sentence ex- 
presses surprise or familiarity. Stop) and Help express 
sudden commands or appeals for assistance. Pshaio 
expresses disbelief. Pooh expresses contempt. 

These words — Halloo, Stojy, Help, Pshaio, Pooh 
and Hurrah — are added to these sentences to express 
sudden feeling. They are called Interjections. 

An Exclamation Mark (!) is placed after each inter- 
jection. 

Sentences like / am drowning! I am falling! are 
often called Exclamatory Sentences. 

An Interjection is a word used to express sudden feeling. 

The interjection is not related to the other words 
in the sentence. 

Halloo ! 

you I are going 

I Where 

116. Make sentences, using the foil taring 7 cords as in- 
terjections : — 



GRAMMAR AND COMPOSITION 75 

1. Hush! 6. Beware! 11. Look! 16.' Now! 

2. Listen! 7. Good! 12. Pshaw! 17. What! 

3. Well! 8. Pooh! 13. Indeed! 15. Oh dear! 

4. Ah! 9. Help! 14. Bosh! 19. Halt! 

5. Ha! ha! 10. Hurrah! 15. See! 20. Dear me! 

117. Copy these sentences, writing an interjection in 
place of each blank : — 

1 Did you hear that? What was it? 

2 The moon is rising. 

3 That isn't worth two cents. 

4 That was a funny experience. 

5 There comes the train. 

6 Please don't bother me. 

7 I didn't think you would do that. 

8 .... For the flag ! 



Composition 

118. Arrangement. — Usual Order. 

In a simple declarative sentence the parts of the 
sentence usually are arranged in a definite order. 

1. The verb follows the subject and the comple- 
ment follows the verb : — 

Drake circumnavigated the globe. 

Write five sentences, each containing a complement. 

2. An adjective or a possessive modifier precedes 
the noun it modifies : — 

a -black dress father's hat his book her fan 



7G ADVANCED ENGLISH 

Write sentences, using these words to modify nouns: — 
1, fragrant 2. unselfish 3. their 4. our country's 

3. Adjectives and possessive nouns and pronouns 
also may be used as attribute complements : — 

The earth is large and round. This pencil is Gil's. 
That bicycle is mine. 

Write sentences, using these words as attribute comple- 
ments : — 

1. beautiful 2. happy 3. sister's 4. his 5. yours 

4. If several adjectives of the same rank modify 
the same noun, they are arranged usually in the 
order of their length, the shortest first: — 

A sober and industrious man. 

The banks were high and precipitous. 

If the adjectives are of unequal rank, the one most 
closely modifying the noun stands nearest to it : — 

A little old man. Large green oranges. 

Write five sentences, in each of which tiro or more 
adjectives shall modify a noun. 

5. An adverb usually precedes the adjective or 
adverb that it modifies : — 

^4 very l>>ny story. Came very soon. 

The most useful animal. Sank almost immediately. 



GRAMMAR AND COMPOSITION 77 

Write sentences, using these adverbs to modify adjec- 
tives or adverbs : — 

1. too 2. very 3. more 4. most 5. less 6. least 

6. An adverb precedes or follows the simple verb, 
or the verb and its complement. 

/ soon found him. He spoke the word clearly. We 
returned immediately. He wrote the letter carefully. 

Write five sentences in which adverbs -precede the verb. 

Write five sentences in which the adverb follows the 
verb. 

Write five sentences in zuhich the adverb follows the 
verb and the complement. 

7. When the verb consists of more than one word, 
the adverb is sometimes used after the first word of 
the verb : — 

He was frequently seen there or, was seen there frequently '. 
She had already written the letter or, had ivritten the let- 
ter 



Write sentences, using these adverbs to modify verbs 
consisting of more than one ivord : — 

1. very 3. not 5. never 7. often 

2. recently 4. always 6. almost 8. occasionally 

8. Phrases follow the words they modify : — 

The roof of the house. Sailed into the bay. 

The hell in the tower. Written with pen and ink. 

Write fire sentences in whwJh phrases are used to 
modify nouns and verbs. 



78 ADVANCED ENGLISH 



THE PARTS OF SPEECH 

119. All the words in the English language may be 
arranged in eight classes. These classes we have 
now learned. They are nouns, pronouns, adjectives, 
verbs, adverbs, prepositions, conjunctions and inter- 
jections. They are called the Parts of Speech. 

English Grammar teaches the classes, the right use 
and the relations of words in sentences. 

Write the definition of each of the parts of speech . 

120. Tell the part of speech of each word in tliese sen- 
tences : — 

Rip Van Winkle was not wanting in perseverance. 
He would sit for hours on a wet rock, and fish all day. 
He would carry a fowling piece on his shoulders for 
hours, trudge through woods and swamps, and shoot only 
a few squirrels or wild pigeons. He always helped a 
neighbor with the roughest work. He was the first man 
at all the country frolics. He would attend to anybody's 
business except his own. 

121. Analyze each of these sentences. Tell the part of 
speech of each word. Give a reason for each statement. 

1. The old man had very little money. 

Analysis 

This is a declarative sentence. Why ? The subject is . ... Why ? 
The predicate is ... . Why ? 

TJie is an adjective. Why ? Old is an adjective. Why ? Man is a 
noun. Why ? Etc. 

2. We have just heard the sad news of his death. 



GRAMMAR AND COMPOSITION 



79 



3. The child and his mother are happier now. 

4. Is Tomas an industrious boy? 

5. Go to your desk immediately. 

6. The poor mother asked for food for her sick child. 

7. The owner of the mill was standing in the open 

door with an empty bag in his hand. 

122. Diagram and analyze each of these sentences. 

Also tell the parts of speech of the words by writing 
them in a diagram similar to the following : — 

1. Two large suspension bridges have been built across 
the East River at New York. 



(1) 



(2) 



Nouns 


Psoss. 


Verbs 


Adjs. 


Advs. 


Peeps. 


Conjs. 


Intekjs. 


bridges 
East River 
New York 




have been 
built 


Two 

large 

suspension 

the 




across 
at 























2. Every intelligent and eligible Filipino citizen 
should vote. 

3. A furious typhoon had just swept over the city and 
destroyed many houses. 

4. The old man could neither read nor write. 

5. The flowers were soon cut, made into a pretty 
bouquet and then sold to the people. 

6. Bravo ! that was well done. 

7. A kind of gunpowder was used at an early date in 
China and in other parts of Asia. 

8. Along the rivers of Siam many people live on 
boats. 



80 ADVANCED ENGLISH 

9. In New Zealand the tops of some of the mountains 
are covered with snow and the climate is mild and 
healthful. 

10. The Papuans of the Solomon Islands are tall and 
strong. 

Composition 

123. Parts of a Letter. 

Write headings, introductions and conclusions of let- 
ters to the following persons. Address an envelope for 
each letter. 

(Review Sections 80 and 91.) 

1. A friend, Miss Marcelina del Kosario, living at 

Lucena, Tayabas, P.I. 

2. Your father, visiting at 64 Fifty-third St., Phila- 

delphia, Penn., U.S.A. 

3. Mr. Luis M. Oliveros, president, Oriental Manu- 

facturing Co., 29 Sta. Monica St., Tondo, Ma- 
nila. 

124. A Friendly Letter. 

Baguio, Benguet, P. I., 
April 23, 1908. 
My dear Pablo : — 

After spending many hours on the train, we rode from 
Camp One to Twin Peaks, where we spent the night. 
Our way lay through Bued Canyon. The mountains were 
beautiful, and the cool breeze was very refreshing after 
the heat of the plains. 

Early the next morning we began our ride over the 
famous Benguet road. It was a long, hard climb, but a 
very interesting one, with wonderful rocks, streams and 
waterfalls on every side. 



GRAMMAR AND COMPOSITION 81 

Our camp is situated in a delightful spot surrounded 
by pine-covered hills. Their form and sweet fragrance 
remind me of the trees in my home land. 

This short letter is only to let you know of our safe 
arrival. In my next letter I shall have many things to 
describe to you. I wish you could be here with us. 

Give my best wishes to your parents, and believe me, 
always 



Mr. Pablo V. Paterno, 
Malolos, 
P.I. 



Your sincere friend, 

James F. Mead. 



1. Copy the above letter. Tell the part of speech of 
each word. 

2. Supposing that you are Mr. Paterno, write a 
reply to Mr. Mead. Address the envelope. 

3. Write a letter to a cousin, telling about some jour- 
ney that you have made. 

4. Write a letter to a friend, requesting him or her to 
secure a book for you. Describe the book. 

THE INFINITIVE 
125- Read these sentences : — 

1. We intend to return soon. 

2. My desire now is to own a pony. 

3. To tell a lie is wrong. 

What do toe intend f What is my desire ? What 
is wrong f 

The words to return home form a phrase containing 
the verb return. What is the phrase in each of the 

GIBRS' ADV. ENG. — 6 



82 



ADVANCED ENGLISH 



other sentences ? What is the verb in each phrase ? 
What word introduces each of these phrases ? 

These phrases are called Infinitive Phrases. The 
verbs to return, to own, to tell, are called Infinitives. 
The infinitive with the words depending upon it form 
an Infinitive Phrase. To own is an infinitive ; to own 
a pony is an infinitive phrase. 

In the infinitive phrase to return sooyi, to return is 
the infinitive which is modified by the adverb soon. 
In the infinitive phrase to tell a lie, to tell is the infini- 
tive, lie is the object of the infinitive to tell. 

In the first sentence, how is the infinitive phrase 
used ? How is it used in each of the other sen- 
tences ? An infinitive may be used as a noun, an 
adverb or an adjective. 

126. Analyze each of these sentences. Write it on a 
diagram: — 

1. I like to see the sunset and to see the bright colors 
of the clouds and sky. 





like | 


Diagram 

to see | 


sunset 


e 

clouds 
/ \ and 


T 


/\ and 


| th 
colors 




-< i, 

\ ! to see j 






the 




bri</ lit 




of 






\ : sky 
the 



GRAMMAR AND COMPOSITION 83 

Analysis 

The subject of this sentence is /. The predicate is like, which is com- 
pleted by the object complements consisting of two infinitive phrases. 
The first infinitive phrase is to see the sunset. To see is the infinitive. 
Sunset, which is modified by the adjective the, is the object of the infini- 
tive. The second infinitive phrase is to see the bright colors of the clouds 
and sky. To see is the infinitive. Colors is the object of the infinitive 
and is modified by the adjectives the and bright and by the phrase of the 
clouds and sky. Of introduces the phrase. The objects of of are clouds 
and sky, connected by and and modified by the. 

2. The farmers are now beginning to plant rice. 

3. My little brother wishes to come to school. 

4. I hope to become a famous doctor. 

5. My sister's ambition is to be a great singer. 

6. To become rich and to travel in all the countries 

in the world are my dearest wishes. 

7. The way to prevent cholera is to drink only boiled 

water, to eat only cooked food, to wash the dishes 
in boiling water, and to keep the flies away from 
the dishes and food. 

8. The work of the red corpuscles of the blood is to 

carry oxygen to the cells of the body and to carry 
carbon dioxide away from the cells of the body. 

9. The work of the heart is to pump the blood through 

arteries and capillaries to all parts of the bocVy. 
10. Does your brother greatly desire to study medicine ? 

127. Write sentences, using these infinitive phrases: — 

1. To go home. 6. To ride in a banca. 

2. To tell the truth. 7. To buy some eggs. 

3. To go to catch frogs. 8. To see Niagara Falls. 

4. To play ball to-day. 9. To travel in India. 

5. To study painting. 10. To build a house. 



84 ADVANCED ENGLISH 

THE PARTICIPLE 

128 . Bead these sentences : — 

1. That man, riding the black pony, is my father. 

2. We saw a turtle .swimming rapidly in the water. 

3. The boy was punished for telling a lie. 

In the first sentence, what man is spoken of '.' 

In the next sentence, what group of words describes 
turtle by telling what it was doing ? 

In the third sentence, for what was the boy punished ? 

These groups of words — riding the black pony, 
sioimming in the ivater and telling a lie — are called 
Participial Phrases. The words riding, sioimming and 
telling — are called Participles. They are formed from 
the verbs ride, sivim and tell by adding big to each. 

In the first sentence, the participial phrase is used 
as an adjective. It modifies the noun man. In the 
third sentence, the participial phrase is used as a noun. 
It is the object of the preposition for. 

Like a verb, the participle may have an object and 
adverbial modifiers. In the participial phrase riding 
the black pony, the participle riding has the object pony. 
In the participial phrase swimming in the water, the 
participle swimming is modified by the adverb rapidly 
and by the adverbial phrase in the water. 

129. Analyze each of these sentences. Write it on a 
diagram. 

1. The monkeys, seeing a man sleeping under a tree, 
amused themselves by throwing nuts at him. 



GRAMMAR AXD COMPOSITION 



85 



Diagram 



monkeys 


| ami 


sed 


themselves 




The 

seeing | man 


by 


throwing \ nuts 










a 


J at | him 








sleeping 



under ! tree 



Analysis 

The subject of the sentence is monkeys, which is modified by The and 
by the participial phrase seeing a man. Man is the object of the participle 
seeing, and is modified by a and by the participial phrase sleeping under a 
tree. Sleeping is the participle. It is modified by the adverbial phrase 
under a tree. 

The simple predicate is amused. It is modified by the phrase by 
throwing nuts at him. The preposition by introduces the phrase. The 
object of the preposition by is the participial phrase throwing nuts at him. 
The participle throwing is completed by the object nuts and is modified 
by the adverbial phrase at him. 

2. That old man, smoking a pipe, is the oldest fisher- 

man living in the town. 

3. We sailed by an island covered with trees. 

4. The boys, seated on the ground near the soldier, 

were listening to his stories. 

5. We spent a pleasant evening by singing songs and 

playing games. 

6. In the forests we saw a large eagle trying to catch 

a monkey. 

7. The dog, watching his master closely, sat quietly 

at his feet. 

8. Looking out of of the window, I saw my sister 

coming along the road. 

9. The man was punished for stealing a carabao by 

being put into prison for five years. 



86 ADVANCED ENGLISH 

10. The people celebrated the day by going to church, 
by listening to the music of the bands, by parad- 
ing through the streets and by illuminating their 
houses. 

130. Write sentences, using these -participial phrases: — 

1. By falling out of a tree. 

2. Hearing of the death of his father. 

3. For riding to Manila. 

4. For not knowing his lessons. 

5. By being idle. 

6. From being drowned. 

7. Wearing a blue dress. 

8. After leaving your house. 

Composition 
131. Quotations. 

Read this story : — 

What the Bear Whispered 

Two men were traveling along a road through a forest. 
They were talking of what they would do, if they were 
attacked by robbers or by wild beasts. One man was tall 
and nimble, and the other was short and heavy. 

The tall man said: " Do not fear, I will fight with you. 
There will be no danger." 

Just then a large bear ran out of the bushes. The tall 
man quickly climbed a tree and left the short man to fight 
the bear alone. The short man fell upon the ground and 
pretended to be dead. The bear came up, smelled him, 
and went away. 

Then the boastful man came down from the tree. He 



GRAMMAR AND COMPOSITION 87 

laughed and said, " What did the bear whisper in your 
ear ? " 

" Oh," said the other man, "he told me never to trust 
the word of a coward." 

Copy the sentences tlxat tell what the tall man said, 
and what the short man said. 

When we say or write the exact words that some 
one has said or written, we make a Quotation. 

What words form the quotations in the above 
story ? The marks (" ") placed at the beginning and 
end of each quotation are Quotation Marks. They 
show that the words between them are the exact 
words that were spoken or written. 

Sometimes the name of the person speaking is 
placed between the parts of the quotation : — 

"My wish now is" said she, " to have a palace." 
" Oh" said the other man, " he told me never to trust the 
word of a coward." 

" The people will pay my debts" said a king. 
" But who will pay the people? " said the man. 

In all of these sentences, where is the comma used ? 
With what kind of letter does each quotation begin ? 

A quotation is separated from the remainder of the sen- 
tence by a comma, or by commas. 

The first word of a quotation should begin with a capital 
letter. 

Give reasons for the use of the commas, capital letters 
and quotation marks in the following sentences : — 

1. My uncle said, "That is a large pearl." 



88 ADVANCED ENGLISH 

2. I answered, " Yes, I paid fifty pesos for it." 

3. "It is a very fine one," said he, "and I should like 

to buy it." 

4. The blacksmith called out, "Bring me a hammer." 

5. " Digno, lend me your knife," said Maximo. 

6. "In the country where I live," said the stranger. 

"the men never cut their hair." 

132. 1. Reproduce the story in Section 181. 

2. Write stories, containing quotations, from two of tJi e 
following subjects : — 

1. The Lion and the Mouse. 4. The Fox and the Stork. 

2. The Fox in the Well. 5. The Frog and the Ox. 

3. The Farmer and his Sons. 6. The Turtle and the Deer. 

133. Write sentences in the form of a conversation : — 

1. Between yourself and father, about going with some 

friends on a boating party. 

2. Between yourself and a merchant, in purchasing 

some cloth and a fan. 

3. Between two boys, about a ball game. 

ADJECTIVE GLAUSES 

134. Read these sentences : — 

1. The man who is in the garden is my uncle. 

2. The books that are on the table are dictionaries. 

3. We walked to the church, which was not far from 

our home. 



What is the subject and the predicate of each of 
these sentences ? What man is spoken of ? What 



GRAMMAR AND COMPOSITION 89 

group of words tells what hooks are spoken of ? 
What group of words modifies the noun church f 
Are these groups of words phrases ? They are called 
Clauses. 

Every clause contains a subject and a predicate. 
In the clause in the first sentence, ivho is the subject, 
is in the garden is the predicate. What is the sub- 
ject and the predicate in each of the other clauses ? 

A Clause is a group of words that contains a subject and a 
predicate and is used as a part of a sentence. 

What noun does the clause in each sentence modify? 
They are called Adjective Clauses. 

Adjective clauses usually begin with the pronouns 
who, ivhose, ivhom, ivhich and that. These words are 
used as pronouns. They also connect the clause with 
the word it modifies. 

An Adjective Clause is a group of words that contains a 
subject and a predicate and is used as an adjective modi- 
fier. 

135. Diagram and analyze each of these sentences: — 

1. The book that has a green paper cover is mine. 

Diagram 

book | is \ mine 



The I 
that | has | cover 



green 
paper 



90 



ADVANCED ENGLISH 



Analysis 

The subject of the sentence is book. It is modified by the adjective 
The and by the adjective clause that has a green cover. 

The simple predicate is is, which is completed by the attribute com- 
plement mine. 

The subject of the clause is that ; the simple predicate is has, which 
is completed by the object complement cover. Cover is modified by the 
adjectives a, green, and paper. 



2. The kind gentleman w 
father of my friend. 



book I have is the 



Diagram 
gentleman I is\ father 



The 

kind 



the 

of | friend 



I j have book 



my 



rohosc 



Write the analysis. Whose modifies book and connects the adjective 
clause with the noun gentleman, which the clause modifies. 

3. The stranger with whom I Avas talking wishes to 
speak to you. 



Diagram 



stranger 



to speak 
I to 1 you 



The 



wax ta lkin g 
i with 



whom 



Whom is the object of the preposition with. It connects the adjective 
clause with the noun stranger, which the clause modifies. 

4. I do not know the name of the man who has for- 

gotten his hat. 

5. Those soldiers whose coats are red are Englishmen. 



GRAMMAR AND COMPOSITION 91 

6. The most important minerals that are found in the 

Philippines are coal and iron. 

7. The countries to which we export hemp are China, 

Japan, England and the United States. 

8. The person from whom I received this gift lives in 

America. 

9. The photographer has the largest camera that I 

ever saw. 

10. The man who daily follows an honest occupation is 

a man whom we can trust. 

11. A boy who will steal a knife will become a man 

who will steal his neighbor's money. 

12. Our country needs men who work unselfishly for 

its good. 

13. The only flag that a nation can love is a flag 

that has always stood for freedom, truth, and 
honor. 

136. Copy these sentences, writing an adjective clause 
in place of each blank : — 

1. The boy .... has your book. 

2. The woman .... is our washwoman. 

3. The man with .... is my uncle. 

4. The river .... rises in the mountain. 

5. The large city has an excellent harbor .... 

6. Is this the book . . . . ? 

7. Is this the horse on .... ? 

8. The trepang .... is used for food. 

137. Write sentences containing adjective clauses be- 
ginning with these words : — 

1. who 4. in which 7. whom 

2. whose 5. for which 8. to whom 

3. which 6. with which 9. by whom 



92 ADVANCED ENGLISH 

Composition 

138. Combine these sentences, using adjective clauses : — 

1. Those friends have our best interests at heart. 

They will advise us wisely. 

2. Have you seen the almaciga tree ? It yields a gum 

called copal. 

3. The Igorots have chiefs among them. The chiefs 

have the most property. 

4. The poor Igorot is often in debt to the chief. The 

chief controls his freedom. 

5. Household servants live in the home of the chief. 

The}' are called "okob." 

6. The gold mines of Benguet are one of the oldest 

sources of income to the Igorots. They were 
being worked at the time of the coming of the 
Spaniards. 

7. Cattle are another source of income to the Igorot 

chiefs. At times they have been very numerous. 

8. A man may clear and cultivate new land. He then 

becomes its owner. 

139. Story Telling. 

1 . Read this story : — 

The Faithful Son 

The Chinese tell a story of Nang, who was the son of 
a poor rice farmer. 

When Nang was twelve years old, he wanted to be a 
soldier, and asked his father's permission to enter the 
army. But his father said, " Who then will till the rice 



GRAMMAR AND COMPOSITION 93" 

fields if you go ? For I am a cripple, and you have six 
brothers and sisters younger than yourself." So the boy 
stayed at home and tilled the rice fields. 

One summer a famine came, and his brothers and 
sisters died. The years went on. When he was twenty- 
four years old, Nang again asked his father for permission 
to go away and learn to be a soldier. " There is yet time 
for me to serve the Emperor," said Nang, " and to do 
mighty deeds." "Thy mother is bedridden," said his 
father. " Who, then, will cook her rice, or watch by her 
at night ? " So the young man stayed at home, and cheer- 
fully took care of his mother for ten years. 

When she died he still remained, for then his father 
needed his care. Each morning Nang carried his aged 
father on his back to the rice fields, and brought him 
home at night, in order that the poor old man might not 
be alone at any time. 

When Nang, the humble rice farmer, was a gray-haired 

man, there came one day to him a messenger from the 

palace. The Emperor had awarded to Nang, the faithful 

son, the golden medal that was given to the officers who 

had been bravest in war. And this proclamation was 

made to. the nation, "No soldier has served me more 

faithfully than he who has taught filial piety to my 

people." 

— From Brooks' 1 Fifth Reader. 



How many paragraphs in this story ? What does 
each paragraph tell ? 

1. How does the story begin? Every story should 
have a beginning, or introduction, which tells whom 
the story is about, and where and when it happened. 



«94 ADVANCED ENGLISH 

2. How old is Nang when the story begins ? 
When the story ends ? A story should be told in the 
order in which the events happened. 

3. How does the story end ? Is the story com- 
plete ? A story should end right. It should be com- 
plete. 

4. Does the story tell anything that does not refer 
to Nang ? Does it tell more than is necessary ? Is it 
interesting ? A story should be interesting. It should 
tell only what is necessary to the story. 

2. Reproduce the story, using thi* outline: — 

I. Introduction. 

1. Who Nang was. 

II. The story. 

1. Nang's first request. Result. 

2. Nang's second request. Result. 

3. Care of his father. 



III. Conclusion. 

1. Remains a farmer. 

2. His reward. 

3. Make a similar outline of the story in Section 131. 
Reproduce the story by your outline. 

4. Make an outline of a story that you have learned. 
Reproduce the story accord in 'J to your ontlinr. 



GRAMMAR AND COMPOSITION 95 

ADVERBIAL CLAUSES 

140. Read these sentences : — 

1. We saw the ship when it sailed away. 

2. We could not go to the town because the bridges 

were washed away. 

3. I will go if you will go with me. 

In these sentences, what groups of words answer 
these questions — Saw the ship at what time ? Could 
not go why ? Will go on what condition ? Do these 
groups of words modify nouns or verbs ? Do they 
contain subjects and predicates ? What is the subject 
and predicate of each ? These groups of words are 
called Adverbial Clauses. 

Adverbial clauses are used to tell the time, place, 
manner, cause, purpose or condition of the action 
asserted by the verb. 

An Adverbial Clause is a group of words that contains a 
subject and a predicate and is used as an adverbial modifier. 

Adverbial clauses denoting — 

1. Time are introduced by after, before, since, till, 
tohen, ivhile : — 

We came before the bell rang. 

/ have not seen him since he was here. 

2. Place are introduced by where, wherever, whence, 

ichither : — 

Your booh is where you left it. 
I will yo wherever you wish. 



96 ADVANCE]) ENGLISH 

3. Manner are introduced by as : — 

You should do as I do. 

Little hoys should do as they are told. 

4. Degree are introduced by than and as : — 

Your sister is taller than you are. 
lam as strong as Leon (is strong). 

5. Cause or Purpose are introduced by because, for, 
since, as, that, so that, in order that : — 

The soldiers surrendered because their ammunition was 
gone. 

Sugar cane is planted in roivs so that it may be easily 
cultivated. 

We brought our umbrellas for we thought it would rain. 

6. Condition are introduced by if, unless, except, 

but: — 

I will go if it does not rain. 

The house will be sold unless the taxes are paid. 

141 . Diagram and analyze each of these sentences : — 

1. If we wish to be well, we must drink pure water 
and eat good food. 







Diagram 

must think l 


water 


we 


/\ and 


1 pure 




we 


\J eat 


I food 




IT 

i to be \ icell 
wish | 


1 good 



GKAMMAR AND COMPOSITION 97 

Analysis 

The subject of the sentence is we. It has no modifiers. 

The predicate is compound. The first simple predicate is must drink, 
which is completed by the object complement water. Water is modified 
by the adjective pure. The second simple predicate is eat, which is com- 
pleted by the object complement food. Food is modified by the adjective 
good. The simple predicates are connected by and. 

The whole predicate is modified by the adverbial clause if we wish to 
be well. We is the subject of the clause, wish is the simple predicate, 
which is completed by the infinite phrase to be well used as an object 
complement. The infinitive to be is completed by the attribute comple- 
ment well. The word (/"connects the adverbial clause with the compound 
predicate, which the clause modifies. 

2. We should be healthy and happy while we are 

young. 

3. His punishment was greater than he could bear. 

4. Make hay while the sun shines. 

5. I shall be ready when my country calls me. 

9>. We slept in our blankets wherever night over- 
took us. 

7. Love not sleep too well unless you love poverty. 

8. Forgive your enemies as God forgives you. 

9. The people are indolent because nature provides 

them with the necessities of life. 

10. The sea is as deep as the mountains are high. 

11. The results of my examinations are better than I 

expected. 

12. The men who succeed are the men who toil while 

others sleep. 

142. Write sentences, using these words to introduce 

adverbial clauses : — 



1. 


before 3. as 


5. 


where 


7. 


while 


2. 


when 4. if 


6. 


because 


8. 


so that 




GIBBS' ADV. ENG. — 7 











98 ADVANCED ENGLISH 

Composition 

143. Combine these sentences, using adverbial 
clauses : — 

1. On the slopes of the mountains much rain fails. 

Dense forests grow there. 

2. Abaca grows on the mountain sides in Albav. The 

soil there is deep, moist and fertile. 

3. The Spanish came to these islands. They found 

the Igorots already engaged in gold mining. 

4. An Igorot leaves his land uncultivated for a long 

time. It may become the property of another. 

5. An Igorot is dying. He calls a council of men. 

He expresses his wishes for the distribution of 
his property. 

6. An Igorot is dead. His wishes are declared at the 

funeral feast. 

NOUN CLAUSES 

144. Read these sentences: — 
1. I know what zinc is. 



2. Anda wished that he were a mayor. 

3. They said you were ill. 

What is the complement of know ? What did 
Anda wish? What did they say? Do these groups 
of words contain subjects and predicates ? Are they 
clauses? These clauses are used like nouns as object 
complements. They are Noun Clauses. 

4. That the stars are suns is true. 

5. Where I lost my pencil is a mystery to me. 



GRAMMAR AND COMPOSITION 99 

In these sentences, the noun clause is used as sub- 
ject. 

In the above sentences, what words are used to 
introduce the noun clauses ? The conjunction is 
sometimes omitted, as in the third sentence. 

He said he would go. 
I am told you were diligent. 
We saw the ship sail away. 
I fear we shall be late. 

A Noun Clause is a group of words that contains a sub- 
ject and a predicate and is used as a noun. 

145. Diagram and analyze each of these sentences : — 
1. We know that the moon causes the tides. 

Diagram 

moon j causes | tides 

! | the | the 

that 
We I know 



2. They never learned what his message meant. 



They | learned 



Diagram 

message < meant j what 



his 



3. That his work was well done was much in his 

favor. 

4. Magellan proved that the earth is round by sailing 

around it. 



100 ADVANCED ENGLISH 

5. We could not understand very well what the man 

said. 

6. As we approached the house, we saw that the 

dancing had begun. 

7. The old woman said, " God bless you for your 

kindness." 

8. I learned to-day that coal is the remains of plants 

that lived many thousand years ago. 

9. My grandfather, whose eightieth birthday is to- 

day, says, " Never be too old to learn.*' 
10. It is often said that the truly great are the most 
humble. 



Composition 

146. Copy these sentences, writing a noun clause in 
place of each blank : — 

1 has been proved. 

2. I believe 

3. It is known 

4. The question is 

5. Rizal said 

6. No one can tell 

7. The fact that is well known. 

8. He expressed a hope 

147. Make an outline of the following story:— 

King Canute ox the Seashore 

Several hundred years ago Canute was king of England. 
His great men and officers were always praising him. 
One day, when he was by the seashore with his officers, 
he grew very tired of hearing such foolish speeches, lb' 



GRAMMAR AND COMPOSITION 101 

thought that now he would teach them a lesson. So he 
bade them set his chair on the beach, close by the edge of 
the water. 

" Am I the greatest man in the world ? " he asked. 

" O King ! " they cried, " there is no one so mighty as 
you." 

" Do all things obey me ? " he asked. 

" There is nothing that dares to disobey you," they 
said. " The world bows before you and gives you 
honor." 

" Does the sea obey me? " he asked. 

The officers were puzzled, but one replied, " Command 
it, O King, and it will obey you." 

" Sea," said Canute, " I command you to come no far- 
ther. Waves, stop your rolling. Do not dare to touch 
my feet." 

But the tide came in as it always did. The water rose 
higher and higher. It came around the king's chair and 
wet his feet and robe. 

Then Canute took off his crown and threw it down 

upon the sand. He said, " I shall never wear it again. 

And you, my men, learn a lesson from what you have 

seen. There is only one King who is all powerful. It is 

He who rules the sea and holds the ocean in the hollow of 

his hand. It is He whom you ought to praise above all 

others." 

— Adapted from Baldwin, Fifty Famous Stories. 

Reproduce this story according to your outline. 

148. Make an outline of some story that you have read. 
Reproduce the story according to your outline. 

Tell the clauses that you have used in your story. 
Tell what kind each clause is and what it modifies. 



102 ADVANCED ENGLISH 

THE SENTENCE 
Simple Sentences 

1 49 . Bead these sentences : — 

1. The water of the ocean is salty. 

2. The cotton plant, abaca and pineapple produce 

valuable fibers. 

3. The waves overturned the banca and dashed it upon 

the shore. 

What is the subject and the predicate of each of 
these sentences ? In which sentence is the subject 
compound ? In which is the predicate compound ? 
These sentences contain only one complete subject 
and one complete predicate. They have only one 
part or clause. They contain no modifying or noun 
clauses. They are Simple Sentences. 

A Simple Sentence is a sentence that contains only one 
clause. 

150. Write simple sentences about : — 

1. the ocean 3. Celebes 5. Formosa 7. Guam 

2. pearls 4. rubber 6. camphor 8. coral 

9. history 10. tin 

Complex Sentences 

151. Bead these sentences : — 

1. Chinese laws require that the son shall always obey 

his parents. 

2. China, which is the oldest nation in the world, pro- 

gresses slowly. 



GRAMMAR AND COMPOSITION 103 

3. The Chinese now wear their hair in a long plait be- 
cause it is a national custom. 

Which of these sentences contains a noun clause ? 
Which contains an adverbial clause? Which an 
adjective clause ? 

Each of these sentences has two parts or clauses. 
Each part contains a subject and a predicate. The part 
containing the simple subject and the simple predicate 
of the whole sentence is the Principal Part or Clause, 
and the part containing the adjective, adverbial, or the 
noun clause is the Subordinate Clause. A sentence 
containing a principal clause and a subordinate clause 
is called a Complex Sentence. 

Chinese laws require is the principal clause of the 
first sentence ; that the son ahvays obey his parents is 
the subordinate clause. What is the principal clause 
and the subordinate clause in each of the other sen- 
tences ? 

A Complex Sentence is a sentence that contains a princi- 
pal clause and one or more subordinate clauses. 

152. Analyze each of these sentences : — 

1. We have rain when the southwest monsoon blows. 

Analysis 

This is a complex declarative sentence. It consists of the principal 
clause, We have rain, and the subordinate adverbial clause, when the 
southwest monsoon blows. 

The subject of the principal clause is We. Finish the analysis. 

2. We never knew what became of the ship and its 

crew. 



104 ADVANCED ENGLISH 

3. The eastern coast of Luzon has no large cities, be- 

cause it is mountainous and has no good harbors. 

4. Sulphur, which is exported from Ley te, is a volcanic 

product. 

5. Toads are very useful, for they eat grasshoppers and 

other injurious insects. 

6. In the mountain where we camped for the night, we 

saw many monkeys. 

7. The steamer, on which we sailed, was wrecked. 

8. We must be kind to others if we wish them to be 

kind to us. 

153. Write complex sentences : — 

1. Five sentences containing noun clauses. 

2. Five sentences containing adjective clauses. 

3. Five sentences containing adverbial clauses. 

Compound Sentences 

154. Read these sentences : — 

1. The wind blew and the rain fell. 

2. I was in the city, but I did not see him while I was 

there. 

Each of these sentences contains two principal 
parts or clauses. In the first sentence, the principal 
parts are simple sentences. In the second sentence, 
one of the principal parts is a simple sentence and 
the other is a complex sentence. Sentences com- 
posed of two or more principal clauses are called 
Compound Sentences. Any one of the principal 
clauses may contain a subordinate clause. 



GRAMMAR AND COMPOSITION 105 

A Compound Sentence is a sentence that has two or more 
principal clauses. 

The principal parts of a compound sentence are 
usually connected by the conjunctions and, but, or, 



155. Analyze each of these sentences, telling the kind 
of sentence and the clauses. Tell the part of speech of 
each word. 

1. The walls of the fort were high and the moat was 

broad and deep. 

2. The pirates captured the town, burned the houses, 

murdered the old men and women, and carried 
away many captives, before the people in the 
other towns could come to rescue them. 

3. Every day is a little life, and our whole life is only 

the sum of our days. 

4. The soil is very fertile, the harvests are good, and 

the people are prosperous and happy. 

5. These men had played together when they were 

children, they had worked together in manhood, 
they sat together and talked of their youth, and 
now they are being buried together in the church- 
yard. 

Composition 

156. Copy the following story, combining sentences 
where possible. 

The King and the Woman 
George III was king of England. One day he visited 
a small town. The town was in the south of England. 
He wanted to see the country. He took a walk alone. 



106 ADVANCED ENGLISH 

He came to a hay field. In the field only one woman 
was at work. The king said, " Where are all the other 
workers ? " 

She replied, " They are all gone to town to see the 
king." 

" Why did you not go, too ?" said George. 

" Pooh ! " she answered, " I would not walk three yards 
to see him. They have lost a day's work by going. I 
am too poor to do that. I have five children to feed." 

The king slipped a gold piece into her hand. He said, 
" The other workers will come back. Tell them that 
while they were gone to see the king, the king came to see 
you. He left you his portrait in gold as a remembrance." 

157. Make an outline of the above story. Write a 
letter to a friend, telling him the story. 



PART II 

THE NOUN 

158. A Noun is a word used as a name : — 

Jose Rizal, Germany, Spain, book, horse, man. 
(Review Section 12.) 

Classes of Nouns 

159. Read these sentences. Tell which of these 
words are nouns : — 

Joseph lived in a place called Hebron. The name of 
his father was Jacob. Joseph had eleven brothers. His 
older brothers took him to Egypt and sold him to some 
merchants. In this country he was at first a slave, but 
afterward he became the ruler of all the land. He was 
kind to the people and to his wicked brothers. 

The nouns Joseph, Hebron, Jacob and Egypt are 
the names of certain persons and places. They are 
called Proper Nouns. 

The other nouns in the sentences — place, name, 
father, brothers, merchants, etc., — are only general 
names for persons, places or things. They are called 
Common Nouns. 

A Proper Noun is the special name given to some par- 
ticular person, place or thing. 

107 



108 ADVANCED ENGLISH 

A Common Noun is the name given to all persons, places 
or things of the same kind or class. 

160. Tell to which class each of the nouns in tJie 
following sentences belongs: — 

When Magellan came to the Philippine Islands in 1521, 
some of the Filipinos could read and write. They had 
never heard of America or Europe, nor had they ever 
seen a white man. Chinese and Japanese came to trade 
with the people of the Islands. Cebu and Manila were 
the chief ports. The Chinese brought cloth made of silk 
and cotton, and many useful things made of iron. They 
took back to China cocoanuts, hemp, turtles, birds' nests, 
trepang and spices. 

With what kind of letter does each proper noun in 
these sentences begin ? 

Every proper noun should begin with a capital letter. 

161. Write: — 

1. The names of five persons. 

2. The names of five cities. 

3. The names of five provinces. 

4. The names of five countries. 

5. The names of five islands. 

6. The names of five rivers. 

7. The names of five animals. 

8. The names of five divisions of land. 

9. The names of five things made of wood. 

10. The names of five divisions of water. 

11. The names of ten things in your home. 

12. The names of five things to eat. 



GRAMMAR AND COMPOSITION 



109 



162. Write two or more proper nouns, naming things 
belonging to the class named by each of these common 
nouns : — 

1. ocean (Atlantic, Pacific, Indian, Arctic, Antarctic) 

2. boy 4. man 6. street 8. lake 10. mountain 
8. girl 5. horse 7. city 9. river 11. book 

163. Many common nouns and adjectives are de- 
rived from verbs. 

Use each of these words in a sentence: — 



Verbs 


Adjectives 


Nouns 


relate 


relative 


relation 


oppose 


opposite 


opposition 


infect 


infectious 


infection 


rotate 


rotary 


rotation 


digest 


digestive 


digestion 


compare 


comparative 


comparison 


produce 


productive 


production 


agree 


agreeable 


agreement 


declare 


declarative 


declaration 


decide 


deceptive 


deception 


possess 


possessive 


possession 


elect 


elective 


election 


extend 


extensive 


extension 


confuse 


confusing 


confusion 


destroy 


destructive 


destruction 


laugh 


laughable 


laughter 



164. Some common nouns and verbs are derived 
from adjectives. 



110 ADVANCED ENGLISH 

Use each of these words in a sentence : — 
Adjectives Verbs Nouns 

thick thicken thickness 

quick quicken quickness 

equal equalize equality 

fertile fertilize fertility 

Composition 

165. Parts of a Letter. 

A letter is divided usually into four parts : — 

1. The Heading. 3. The Body of the Letter. 

2. The Introduction. 4. The Conclusion. 

166. The Heading tells the address of the writer, 
and the date on which the letter was written : — 

82 Rosarto St., Manila, P.I., 
Dec. 1, 1908. 

When the address is very short, the heading may 
be written on one line : — Iloilo, P. I., Nov, 6, 1908. 

Sometimes the address is placed at the close of the 
letter at the left of the page below the signature. 

Yours sincerely, 

Vicente Dison. 
San Fernando, 

Pampanga, P.I. 

In business letters, the address is given usually at 
the beginning of the letter. 

Write tJis following as headings of letters: — 

1. Oct. 27, 189C. Saratoga. N.Y. 

2. India, July 4, 1909, Calcutta, 170 Nelson Avenue. 

3. Sept. 24, 1905, 63 Moto Machi, Yokohama. Japan. 



GRAMMAR AND COMPOSITION 111 

167. The Introduction gives the address of the 
person to whom the letter is written, and the salutation. 

(Review Section 91.) 

The address consists of the name, the title and 
the residence of the person addressed : — 

Dr. Francisco Elizalde, Rev. Paul H. Martin, 

San Luis, 124 Fourth Ave., 

Pampanga, P.I. Neiv York, U.S.A. 

In friendly letters, the address is usually omitted. 

In business letters, the address is sometimes 
placed at the end of the letter at the left of the sig- 
nature, in this form : — 

To Mr. Frank R. Green, 

75 Walnut St., 

Kansas City, Mo. 

The salutation is a courteous or affectionate greet- 
ing which introduces the letter. 

In business or formal letters, we may use : — 

Sir : — Madam : — 

Dear Sir: — Dear Madam: — 

Sirs : — Ladies : — 

Dear Sirs: — Mesdames : — 

My dear Sirs:— Dear Miss Brown: — 

Gentlemen : — My dear Miss Brown: — 

In friendly or familiar letters, we may use many 
forms, such as : — 

My dear Brother: — Cousin Robert: — 



112 ADVAXCP:D ENGLISH 

Dearest Luisa : — My dear Tomds : — 

Dear Father : — My clear Friend : — 

Write the introduction to five business letters. 
Write the introduction to five letters to friends and 
relatives. 

168. The Body of the Letter contains what the 
writer wishes to say. This should be divided into 
paragraphs. All the sentences should be complete 
and easily understood, and well written. 

169. The Conclusion consists of the complimentary 
ending and the signature of the writer. 

In business and formal letters, the complimentary 
endings commonly used are : — 

Yours truly, Very truly yours. 

Yours respectfully, Respectfully yours. 

In friendly and familiar letters, many forms may 
be used, such as : — 

Faithfully yours, Your loving sister, 

Your devoted son, Most gratefully yours, 

Yours affectionately, Yours cordially, 

The signature should be written distinctly. If the 
writer is an official, his title should be written below 
his name. If the writer signs for another person, 
both names should be given, or the initials, at least, 
of the person signing. 

Yours sincerely, Very truly, 

Wm. K. Reynolds, Andrew H. Day, 

Chief Clerk. per W. P. Smith (or per W. P. &) . 



GRAMMAR AND COMPOSITION 113 

170. Write the heading, introduction and conclu- 
sion of a letter to each of the following persons. Indi- 
cate the body of letter by means of lines. 

1. Dr. Charles R. Bishop, Superintendent of Schools, 
New Bedford, Mass. 

2. Bausch, Lomb & Co., Rochester, New York, U.S.A. 

3. Mr. Simon R. Emmons, 176 Dorchester St., London, 
England. 

4. Macario Arnedo, Governor of Pampanga, San Fer- 
nando, P.I. 

5. Antonio F. Gomez, 260 Sta. Cruz, Manila, P.I. 

6. Your father. 

7. A schoolmate. 

Gender 

171. Copy these nouns: — 



Juan 


father 


uncle 


man 


gander 


Juanita 


mother 


aunt 


woman 


goose 


boy 


sister 


king 


rooster 


son 


girl 


brother 


queen 


hen 


daughter 



Which of these nouns are the names of males? 
Which are the names of females ? 

Most living things are of either the male sex or 
the female sex. 

Nouns that are the names of males are of the Masculine 
Gender. 

Nouns that are the names of females are of the Feminine 
Gender. 

Many nouns are the names of things without life. 
Such things have no sex. They are neither male nor 

GIBBS' ADV. ENG. 8 



114 ADVANCED ENGLISH 

female. Such nouns, as pencil, pen, hair, hook, coun- 
try, house, river, mountain, chair, are in the Neuter 
(or no) Gender. 

Nouns that denote neither males nor females are in the 
Neuter Gender. 

Some nouns may be used in either the masculine 
or the feminine gender. 

My cousin Fred and //our cousin Ada went home. 
Martas teacher is a woman, <ntd my teacher is a man. 

We can often tell the gender of such nouns by the 
way they are used in the sentence. In the first sen- 
tence, the noun cousin is in the masculine gender when 
used with Fred, and in the feminine gender when 
used with Ada. 

Some of the nouns that may be used in either the 
masculine or the feminine sender are : — 



parent 


teacher 


author 


friend 


person 


child 


cousin 


relative 


writer 


poet 


bird 


fish 


monkey 


dog 


deer 



These nouns are said to be in the Common Gender. 

172. Use in sentences : — 

1. Five masculine nouns. 

2. Five feminine nouns. 

3. Five neuter nouns. 

4. These nouns : cousin, child, friend, teacher, parent, 
-first in the masculine, and then in the feminine gender. 



GRAMMAR AND COMPOSITION 



115 



173. Copy and learn the following lists of masculine 
and feminine nouns. 

1. Some nouns show gender by the use of different 
words for the masculine and for the feminine gender. 



Masculine 


Feminine 


Masculine 


Feminine 


boy 


girl 


king 


queen 


man 


woman 


earl 


countess 


brother 


sister 


lord 


lady 


nephew 


niece 


monk 


nun 


uncle 


aunt 


ram, or buck 


ewe 


rooster, or 


cock hen 


sir 


madam 


drake 


duck 


son 


daughter 


bull 


cow 


wizard 


witch 


horse 


mare 


hart 


roe 


father 


mother 


boar 


sow 


husband 


wife 


gentleman 


lady 


lad 


lass 


bachelor 


maid 


buck 


doe 


friar 


sister 


sire 


dam 


beau 


belle 


gander 


goose 


bridegroom 


bride 



2. Some nouns show gender by adding ine, ess or 
a to the masculine noun to form the feminine. 



Masculine 


Feminine 


Masculine 


Feminine 


lion 


lioness 


heir 


heiress 


host 


hostess 


duke 


duchess 


actor 


actress 


count 


countess 


abbott 


abbess 


master 


mistress 


Joseph 


Josephine 


governor 


governess 


Jose 


Josef a 


hero 


heroine 


Juan 


Juana 


Senor 


Senora 


sultan 


sultana 


Don 


Doiia 


infante 


infanta 


czar 


czarina 



116 



ADVANCED ENGLISH 



3. Some nouns show gender by adding words that 
tell the sex : — 



Masculine 


Feminine 


Masculine 


Feminine 


manservant 


maidservant 


Mr. Lyon 


Mrs. Lyon 


he-goat 


she-goat 


billy-goat 


nanny-goat 


cock-sparrow 


hen-sparrow 


he-bear 


she-bear 


174. Tell the 


gender of each of tliese nouns . 


'— 


mango 


coffee 


tobacco 


Spain 


teacher 


brother 


father 


man 


weaver 


mouse 


shepherdess 


poem 


Dr. White 


Mr. Colon 


Seftora Villes 


ship 


ocean 


ant 


aunt 


fly 


box 


mountain 


tailor 


mare 


175. WritetJie opposite gender of each of 'tliese nouns:— 


Juana 


hero 


lady 


aunt 


Mr. Ocampo 


madam 


prince 


nephew 


master 


husband 


maidservant 


monk 


roe 


queen 


heir 


sultan 




Composition 





176. Copy these sentences, changing the gender of the 
nouns : — 

1. A stupid boy was sent to the market by his mother 

to sell some eggs. 

2. The lord requested the gentleman to introduce him 

to the heiress. 

3. The hostess did not place the abbot beside the friar. 

4. The manservant gave Joseph, the son of Mr. Val- 

dez, a large black horse. 



GRAMMAR AND COMPOSITION 117 

5. On the way to her aunt's home, the man's wife met 
the sultan, accompanied by his brother, his 
nephew, the duchess and two maidservants. 

177. Letter Writing. 

1. Write a letter to a friend describing your school 
and your work in school. Notice the form and parts of 
your letter. 

(See Sections 80, 166, 167, 168, 169.) 

2. Suppose you have gone to Tokio to visit a friend. 
Write a letter to your father. Tell about : — 

1. The voyage to Japan. — your arrival. 

2. The sights about Tokio. 

3. How you enjoy your visit. — When you will return. 

3, Write to a relative who lives in Aparri, Cagayan, 
P.I. Tell him what you did during your vacation. 

178. 1. An American friend writes to you from 
irvington-on-Hudson, New York. He wishes to know 
how to make a bird kite. Write a letter to him explain- 
ing how to make it. 

2. Write to a friend in Shanghai, China, asking for 
information about the raising of silkworms and the mak- 
ing of silk cloth. 

179. Write a letter about A Holiday. Tell:— ■ 

1. When the holiday was. 4. What you saw. 

2. What you did. 5. Who was with you. 

3. Where you went. 6. How you enjoyed the day. 

Tell the class and the gender of each noun in the sen- 
tences that yon have ivritten. 



118 ADVANCED ENGLISH 

Number 

180. Copy these nouns : — 

boy girl man bird house 

boys girls men birds houses 

The words boy, girl, man, bird and house mean 
only one person or thing. They are in the Singular 
Number. The words boys, girls, men, birds and 
houses mean more than one person or thing. They 
are in the Flural Number. 

A noun is in the Singular Number when it represents only 
one person or thing. 

A noun is in the Plural Number when it represents more 
than one person or thing. 

The plural number of nouns is usually formed by 
adding s to the singular: boy, boys; hat, hats. 

Make a list of fifteen plural nouns used on page 108 
that form their plurals by adding s to the singular. 

181. Copy the following nouns, adding es to each to 
form the plural number : — 

gas mesh inch kiss tax 

wish brush ditch dress box 

bush arch watch grass topaz 

Es is added to the singular to form the plural when 
the sound of s does not unite well with the Last syl- 
lable of the word. 

Singular nouns ending in s, ss, sh, ch, x and z add 
es to form the plural. The plural form is pronounced 
in two syllables, — be)ich'-es, ax'-es^. gas'-es. 



GRAMMAR AND COM POSITION' 



119 



182. Some nouns ending in o form their plurals 
regularly by adding s to the singular. Others form 
their plural by adding es to the singular. 

Copy and learn the singular and, plural forms of 
these nouns:— 



Filipino 


Filipinos 


buffalo 


buffaloes 


piano 


pianos 


cargo 


cargoes 


soprano 


sopranos 


potato 


potatoes 


lasso 


lassos 


volcano 


volcanoes 


solo 


solos 


calico 


calicoes 


zero 


zeros 


mosquito 


mosquitoes 


proviso 


provisos 


tomato 


tomatoes 



183. Some nouns ending in f or fe change the f or 
fe into v and add es to form the plural. 

Copy the following nouns and form their plurals in 
this way : — 

leaf {leaves) half beef shelf wolf 

life {lives) calf knife wharf wife 

self {selves') thief elf sheaf loaf 

Some nouns ending in f or fe form their plurals 
regularly by adding s : — 

Belief, chief, dwarf, fife, gulf, handkerchief, hoof reef, 
roof, strife, waif, grief, cliff, scarf. 

184. Copy and learn the singular and plural forms of 
these nouns: — 



Singular Plural 
man men 
woman women 
child children 



Singular Plural 
tooth teeth 
foot feet 
goose geese 



Singular Plural 

louse lice 

mouse mice 

ox oxen 



120 ADVANCED ENGLISH 

185. Nouns ending in y preceded by a consonant, 
change y into i and add es. 

Write the plural form of each of these nouns : — 



city 


story 


berry 


ally 


glory 


(cities) 


sky 


baby 


faucy 


lady 


fairy 


% 


pony 


dais} r 


lily 


ruby 


cherry 


spy 


liberty 


twenty- 


body 


puppy 


penny 


copy 


reply 



When the y is preceded by a vowel, only s is added 
to form the plural ; as, 

monkey, monkeys ; valley, valleys ; turkey, turkeys ; 
hoy, boys ; key, keys ; abbey, abbeys ; alley, alleys. 

PLURALS OF PROPER NOUNS 

186. Copy these words and sentences : — 

Singular Plural 

Maria Marias 

Juan Juans 

Pedro Santos Pedro Santoses 

Mrs. Henson Mrs. Hensons 

Aunt Ana Aunt Anas 

Uncle Tomas Uncle Tomases 

Mr. Legarda Messrs. Legarda 

or Mr. Legardas 

Miss Tison Misses Tison or Miss Tisons 

Dr. Alba Doctors Alba or Dr. Albas 

There are two Marias, three Pedros and two Leon Di- 
sons in my school. 



GRAMMAR AND COMPOSITION 



121 



I have two Aunt Anas and three Uncle Filipes. 
I met two Mr. Legardas, Mr. Legarda, Senior, and Mr. 
Legarda, Junior. 

There are two Doctor Reyeses in our town. 



187. Write the singular and 
each of these ivords : — 



the plural number of 



shoe 


carromata 


foot 


Ines 


lilies 


man 


buffalo 


ox 


Marta 


match 


children 


carabao 


ax 


ditch 


ant 


horses 


potato 


hand 


wish 


stories 


schoolhouse 


tomato 


leaf 


hero 


women 


church 


shelf 


fly 


circle 


brushes 


monkey 


thief 


half 


twenty 


knives 


city 


chief 


pony 


tooth 


selves 




Composition 







188. Copy these sentences, changing the number of the 
nouns : — 

1. The basket contained a chico, a mango, a knife, and 

two loaves. 

2. A thief stole a calf and a pony. 

3. A negro played a banjo and a piano. 

4. The spies told stories about some women and chil- 

dren who were in oxcarts. 

5. The mice ate the leaves which farmers had put in 

the boxes. 
My copy of the history fell off the wharf with the 
cargo. 



6. 



189. The Paragraph. 

In the story in Section 139 



topics of the story 



what are the main 
How are these topics indicated ? 



122 ADVANCED ENGLISH 

How many paragraphs are there ? What is the main 
topic in each paragraph ? 

What are the topics of the letter in Section 124 ? 
Into how many paragraphs is it divided ? What 
topic is spoken of in each paragraph ? 

Compositions are divided into parts called Para- 
graphs- A composition or a letter should have as many 
paragraphs as there are separate topics spoken of. 
Each topic should have a separate paragraph. 

A Paragraph is a series of sentences relating to only one 
topic. 

Tell the main topic in each of the following para- 
graphs : — 

1 . Cocoa 

Cocoa is made from the seeds of a tropical plant called 
cacao. The cacao plant is raised chiefly in South Amer- 
ica and in Venezuela, but' it grows to some extent in the 
East Indies. It can grow where there is a tropical 
climate, a rich soil and moist air. 

Cocoa is made from the seeds of the plant. They are 
called cocoa beans. The plant produces a pulpy fruit of 
a light yellow color, about six to eight inches long. Each 
fruit contains about twenty beans. 

When ripe, the fruit is picked and laid upon the ground 
for a day or two. It is then cut open and the beans are 
taken out. The pulp is useless. The beans are left in 
heaps for a few days until they ferment slightly, in order 
to give the proper color and flavor. They are then put 
into bags and are ready to be sent away. 



GRAMMAR AND COMPOSITION 123 

2. Captain John Smith 

Captain John Smith was one of the first governors of 
Virginia. He was very industrious. He sailed up and 
down the rivers and bays of Virginia, exploring and map- 
ping the country and getting acquainted with the Indians. 

On one of these trips, he was captured by the Indians. 
He was taken into the chief's tent and his head was 
placed on a large flat stone. A large Indian was about to 
kill him with a big club, when Pocahontas, the chief's 
daughter, ran in and put her arms around Captain Smith's 
neck. He was released and went back to Jamestown. 

Write short compositions, each consisting of two or three 
paragraphs, using the following outlines : — 

1. Carpenters : (a) Their tools. (b~) What the}* 

make. 

2. An Accident : (a) Time and circumstances. 

(7>) What happened. (<?) The result. 

3. How to spin a Top : (a) How to wind the string. 

(6) How to hold it. (c) How to throw it. 

Write one paragraph about each of these topics : — 

1. Sugar. 4. The position of Manila. 

2. Iron. 5. The parts of a cart. 

3. The uses of salt. 6. Benguet. 

190. Write a composition about Birds, in six para- 
graphs, using the following outline: — 

1. Their covering and the different colors and uses of 

feathers. 

2. How their feet and legs differ. Uses of webbed 

feet, long legs and long sharp claws. 



124 ADVANCED ENGLISH 

3. Different shaped bills. How they are used. 

•4. What different birds eat. 

5. The nests and how they are made. 

6. The uses of birds. 

Tell the number of each of the nouns that you have used 
in your sentences about Birds. 

Nouns as Complements 

ATTRIBUTE COMPLEMENTS 
(Review Section 97.) 

191. Bead these sentences : — 

1. The Igorots are small men. 

2. Legaspi was the first governor of the Philippines. 

3. The first president of the United States was Wash- 

ington. 

What is the verb and the complement in each of 
these sentences ? What kind of complement is men t 
Governor f Washington ? 

The words men, governor and Washington are used 
as attribute complements. They are used to name, 
or tell, who the subjects are. 

Attribute complements are used after these verbs: — 

am, is, are, was, ivere, has been, have been, may be, can be, 
shall be., will be, might have been, etc., appear, seem, smell, 
taste, feel, look and become. 

192. Write each of the following sen ten res on a dia- 
gram. Tell what noun is used as attribute complement 
in each sentence. 

1. The lily is a beautiful flower. 



GRAMMAR AND COMPOSITION 125 

lily is \ flower 



beautiful 



2. That man was not a gentleman. 

3. His name was Mateo Magalang. 

4. The earth is a large ball. 

5. The largest country in South America is Brazil. 

6. The most important product of Albay is hemp. 

7. The chief exports of Negros are sugar, cacao 

and rice. 

8. Mangoes are a delicious fruit. 

9. Baguio may become a large and beautiful city. 

10. My brother should have been a brave boy. 

11. Are you the boy who took my pen ? 

12. Be a good boy and you will become a good man. 

13. My father is a councilman and a member of the 

Board of Education. 

14. Legaspi was the grandfather of §alcedo. 

Composition 
193. After such verbs as/eeZ, taste, smell, look, seem 
and turn, we should use an adjective if we wish to 
describe the subject. If the adjective is used, the 
verb has nearly the same meaning as is, are, was or 
ivere. 

I feel cold. He looks big. 

(I am cold. ,) (He is big.) 

Copy these sentences, writing one of the words in 
parentheses in each blank. Give a reason for your choice. 

1. Velvet feels (smooth, smoothly). 

2. The boat moved . . . (slow, slowly) through 

the water. 



12<5 



ADVANCED ENGLISH 



3. The moon shone. 

4. He has grown . 

5. The lady walks . 

6. Honey tastes 

7. I feel .... 

8. Your work looks 

9. He turned . . 

194. Write sen fa /res, 
after these verbs: — 

1. am 4. were 

2. is 5. smell 

3. was 6. taste 



(bright, brightly). 

(immense, immensely ). 
(graceful, gracefully), 
(sweet, sweetly), 
(bad, badly). 
(neat, neatly). 
(slow, slowly). 

using attribute complements 



( . seems 

8. feels 

9. appears 



10. looks 

11. will be 

12. has been 



195. Write sentences, using these words as attribute 
complements : — 

queen 
American 
fruit 
liquid 

196. Write sentences, telling the parts of the following 

objects : — 

(Review Section 110.) 

The parts of a chair are .... 



1. 


mineral 


5. 


2. 


animal 


6. 


3. 


cloth 


' 7. 


4. 


metal 


8. 



9. 
10. 
11. 
12. 



solid 

gas 

industrious 

food 



1. A chair 

2. A carromata 

3. A table 



A house 
A book 
A flower 



A sailboat 
A hand 
A tree 



197. Write sentences, telling the materials of which 
the following things are made:— 

1. A bolo 4. A bed 7. A shoe 

2. A hat 5. A lamp 8. A pocket-knife 

3. A carromata 6. A candle 9. A book 



GRAMMAR AND COMPOSITION .127 

198. Description. 

Copy this paragraph : — 

The Samoans 

The Samoans are an interesting island people. They 
are noted for their bravery and for their good nature. 
They are almost always smiling and are friendly to 
strangers. The boys are big, strong and muscular, and 
the girls are plump and well formed. Their skins are as 
brown as a cocoanut. They have beautiful eyes and wavy 
black hair. The girls have skirts of wide strips of calico, 
which are wound about the waist, falling almost to their 
feet. They wear sashes or jackets about the upper parts 
of their bodies, but their arms are frequently bare. Nearly 
every girl has flowers about her neck and in her hair, and 
even the boys wear garlands of flowers. 

In this description, what facts about the Samoans 
are mentioned ? What adjectives are used ? 

1 . Write the description of the Samoans from memory. 

2 . Write a paragraph about The Negritos, describing : — 

(a) Their size. (5) Strength. (<?) Color, (e?) Eyes. 
(e) Hair. (/) Clothing. (</) Nature and disposition. 

199 . Copy these descriptions of persons : — 

Margaret, the eldest of the four, was sixteen, and very 
prett}^, being plump and fair, with large eyes, plenty of 
soft, brown hair, a sweet mouth and white hands, of 
which she was rather vain. 

Fifteen-year-old Jo was very tall, thin and brown. She 
had a decided mouth, a comical nose and sharp gray eyes, 
which appeared to see everything and were by turns 



128 ADVANCED ENGLISH 

fierce, funny, or thoughtful. Her long, thick hair was 
her one beauty. Round shoulders had Jo, big hands and 
feet, and a fly-away look to her clothes. 

— Adapted from Louisa M. Alcott. 

What points are selected for description of Marga- 
ret f Of Jo f What adjectives are used in describing 
each ? 

1. Write a description of Margaret and of Jo from 
memory. 

2 . Write in a paragraph a description of a girl frie nd. 

3. Write a similar description of a boy- 

OBJECT COMPLEMENTS 
(Review Section 95.) 

200. Read these sentences : — 

1. I struck the table. 

2. Juan struck Leon. 

3. The boy broke his pencil. 

4. Maria tore her book. 

What is the verb in the first sentence ? What does 
it express ? What received the action — what was 
struck ? What is the action expressed in the second 
sentence ? What word names the person who re- 
ceived the act ? In the third and fourth sentences, 
what actions are expressed ? What words name the 
things that received the action ? 

Words used like table, Leon, pencil and book to 
name the persons or things that receive the action 
expressed by the verb, are called Object Complements. 



GRAMMAR AND COMPOSITION 129 

An Object Complement is a complement that names the 
person or thing that receives the action expressed by the 
verb. 

201 . Write each of these sentences on a diagram. Tell 
the complement in each sentence. 

1. We should honor our parents. 

We should honor | parents 

| I our 

2. Our teacher wrote the poem on the blackboard. 

3. The silkworm spins a cocoon of fine silk. 

4. The farmer plants the sugar cane in rows. 

5. The kind old man gave a new penny to the rag- 

ged beggar. 

6. The women in Panay make many beautiful, deli- 

cate cloths of silk and of the fibers of pineapple 
leaves. 

7. Magellan discovered Magellan Strait and the La- 

drone Islands. 

8. The Moro pirates captured the coast towns in the 

Visayas. 

9. They burned the houses, destroyed the crops and 

murdered the people. 

10. The people built strong forts and churches for 

their protection. 

11. Mindoro was once the home of many Moros. 

12. The Moros sometimes captured large trading ships 

from Europe or America. 

13. The Moros are now Filipinos. 

14. Java is the richest and most populous island in the 

East Indies. 

15. The people raise much coffee, sugar, spice and 

tobacco. 

GIBBS' ADV. ENG. 9 



1. A carpenter 

2. A tailor 


4. 

5. 


3. A potter 


6. 



130 ADVANCED ENGLISH 

202. Tell the kind of complements in tlie sentences in 
Sections 94, 106 and 107. 

Composition 

203 . Write sentences, telling what each of the following 
i corkers does : — 

A fisherman 7. A blacksmith 
A weaver 8. A mason 

A tinsmith 9. A farmer 

204. Paragraph. 

1 . Copy this paragraph : — 

A Cart 

We rode to the village in a cart, pulled by two cara- 
baos. The wheels of the cart were made of boards * » f 
hard wood, securely fastened together. They were about 
two inches thick and thirty inches high. They were firmly 
attached to a large, round, wooden axle, which turned 
with the wheels, and made a constant screeching sound. 
On the axle rested the body of the cart. It was sup- 
ported by two pieces of wood, which extended forward 
and made the shafts. Strips of bamboo closely woveu 
together formed the floor and the sides of the body. Over 
it, protecting us from the direct rays of the sun, there was 
a curved cover made of bamboo matting. 

2. Reproduce the above paragrapli. losing this out- 
line : — 

(1.) The wheels — materials of which they are made, 

thickness and height. 
(2.) The axle — size, kind, how attached, sound when 

turning. 



GRAMMAR AND COMPOSITION 131 

(3.) The body — how supported, the shafts, the floor 

and sides. 
(4.) The cover — position, of what made. 

Tell the adjectives that you have used. 

3. Write a description of a cart, or a carromata, in 
which you have ridden. 

Tell the adjectives that you have used. 

4. Make a list of the adjectives that yoio might use in 
describing each of these objects : — 

broom dish hat jar 

box hammer basket cart 

5. Write a description in a paragraph of each of 
the above objects. 

■ 205. Write a composition about TTie Igorots. First 
make your outline. Tell the attribute complements and 
the object complements that you have used. 

OBJECTIVE COMPLEMENTS 

206. Read these sentences: — 

1. We named the dog Jap. 

2. Magellan called the islands Los Pintados. 

3. The carpenter made our house larger. 

In the second sentence, what was called ? What is 
the object complement ? What word helps complete 
the predicate and refers to islands f 

In the third sentence, what is made ? Is larger 
an adjective or an adverb ? What does it describe ? 
Larger helps to complete the predicate and describes 
the object complement house. 



132 ADVANCED ENGLISH 

Words used like Jap, Los Pintados and larger to 
help complete the predicate, arid to name or describe 
the person or thing spoken of by the object comple- 
ment, are called Objective Complements. 

An Objective Complement is a complement that names or 
describes the object complement. 

207. Write each of these sentences on a diagram. Tell 
the object and the objective complement in each sentence. 

1. The Mohammedans call Mecca the Holy City. 

Mohammedans I call / Holy City \ Mecca 
I The I I the 



2. The president proclaimed November 17 a holiday. 

3. We named the baby Juana. 

4. The people thought the man a true patriot. 

5. The Spaniard named the islands Las Filipinas in 

honor of King Philip of Spain. 

6. The carabaos made the water muddy. 

7. He called the man friend. 

8. They elected him president. 

9. The people thought him a gentleman. 
10. Exercise makes us strong. 

208. Write five sentences, each containing an objective 

complement. 

Composition 

209. Paragraphs. — The Topic Sentence. 

1. Study these paragraphs; — 

1. The Baltimore Oriole 
The Baltimore oriole is a very showy bird, in his bright 
orange and black plumage. He has a fine, though short, 



GRAMMAR AND COMPOSITION 133 

song. His mate is yellow and brown instead of orange 
and black, and she, too, has a sweet song of her own. Both 
of them can scold as well as any birds I know. 

The nest of the Baltimore oriole is one of the prettiest 
of bird homes. It is usually hung high up in a tall elm 
or willow tree, near the end of a branch, where it swings 
in the wind. It is a deep bag woven of plant fibers, bits 
of string, and other things. The nest has a gray tint and 
a silky look, which makes it very attractive. 

— Olive Thome Miller. 

What is the main topic of the first paragraph ? Of 
the second paragraph ? In which sentence is the 
topic stated in the first paragraph ? In the second 
paragraph ? 

Each of these sentences tells briefly what the para- 
graph contains. They are called the Topic Sentences 
of paragraphs. 

The topic sentence is usually the first sentence in 
the paragraph. Sometimes it follows one or more 
introductory sentences. 

2. Oats 

Oats is one of the most important foods in the world. 
It is raised to the amount of millions of bushels. It is 
used as a food for man, generally in the form of oatmeal, 
or in the modern form of rolled oats ; but the chief use of 
oats in the world is as a food for horses and other domestic 
animals. It is one of the most nutritious of all the cereals, 
although it will not make white bread, and the persons 
using it are very strong, hardy, healthy people. After 
corn, oats is the next largest crop in the United States. 



134 ADVANCED ENGLISH 

The people of Scotland use it as their principal food, and 
the people of the rest of the world are learning to use it 
more and more every year. 

An anecdote has been told many times of an Eglishman 
and a Scotchman who were speaking about oats. The 
Scotchman said that in his country the people ate a great 
many oats. The Englishman replied, " In my country 
that is what we feed the horses." The Scotchman an- 
swered. " Yes, and that is the reason why you have such 
good horses in England and we have such good men in 
Scotland." 

2. Write the topic sentence of each of the above 
paragraphs. 

3. Write three paragraphs about Coffee, using tin- 
following topic sentences: — 

(a) The coffee tree grows in several provinces in the 
Philippines. 

(5) The coffee berry is produced from a fragrant 

white flower, which grows at the base of the 
leaves. 
(<?) To prepare coffee for market, the berries are first 
picked and spread in the sun to dry. 

4. Write paragraphs, using these sentences as to/>i<- 
sentences : — 

(a) Yesterday we saw a wild carabao. 

(6) On Christmas Eve last year I was at my uncle's 

house, 
(c) Much tobacco is raised in Caga} r an. 
(<#) Wine is made from the sap of the cocoanut palm. 
(e) I will tell you how I earned my first peso. 
(/) Football is more dangerous than baseball. 



GRAMMAR AND COMPOSITION 135 

(<?) Every boy ought to have an education. 

210. Write a letter to your teacher in reply to an 
inquiry about the uses of hemp, using this outline: — 

1. General statement of uses. 

2. Making rope — method, value of hemp rope. 

3. Making cloth — kinds and uses of cloth. 

4. Paper — method, value. 

5. Some other uses. 

What is the topic sentence in each of your paragraphs? 

The Indirect Object 

211. Read these sentences: — 
■ 1. I gave Serapio a book. 

2. Mother made Rita a new dress. 

3. Robert wrote his mother a Ions' letter. 



4. Father bought Ramona a new fan. 

What was given ? What was made ? What was 
bought ? What was written ? What is the object 
complement in each of these sentences ? 

Serapio does not name or describe the object com- 
plement book. It names the person to whom the 
book was given. 

For whom was the dress made ? For whom was 
the letter written ? For whom was the fan bought ? 

The words Serajno, Rita, mother and Ramona tell 
to whom or for whom the action is performed. They 
are called Indirect Objects. The object complements 
are called the Direct Objects. 



136 ADVANCED ENGLISH 

The Indirect Object tells to whom, or for whom or what, 
the action is performed. 

The following are some of the verbs after which an 
indirect object may be used : — 



allow 


deny 


guarantee 


offer 


show 


assign 


forgive 


leave 


refuse 


spare 


bequeath 


furnish 


lend 


sell 


teach 


bring 


give 


pay 


tell 


write 


built 


get 


make 


send 


fetch 


buy 


hand 


owe 


promise 





212. The indirect object is placed usually before 
the object complement. It immediately follows the 
verb : — 

The carpenter made me a kite. 
Father bought Luisa a hat. 

The meaning of the indirect object may be ex- 
pressed by an adverbial phrase, which usually follows 
the object complement : — 

The carpenter made a kite for me. 
Father bought a hat for Luisa. 
Leon gave his ball to Sixto. 

The indirect object is an adverbial phrase modifier. 
The preposition is omitted. 

Write tJiese sentences, changing the phrases under- 
lined into direct objects: — 

1. I shall tell a story to you . 

2. The evening gave little pleasure to us. 

3. The bank will not loan money to them. 



o. 



GRAMMAR AND COMPOSITION 13 r 

Pedro bought a parasol for Ana. 

The king gave some gold to the merchant. 



213. Tell the direct object and the indirect object in 
each of these sentences: — 

1. The teacher promised him a prize. 

2. Francisco gave the little girl an orange. 

3. The farmer loaned his neighbor a horse. 

4. The child offered the beggar a penny. 

5. I owe you five pesos. 

6. The girl showed the teacher her doll. 

7. Tell us the story of Cinderella. 

8. Mother brought me a new hat. 

9. She paid the hatter two pesos for it. 
10. The tailor sold father a coat. 

214. Study these sentences. Write each sentence on a 
diagram. Tell tlve object complements, the objective 
complements, and the nouns used as indirect objects. 

1. Oliva made her doll a hat. 



Oliva 


made 


1 


hat 


1 


(x)| 


doll 


|« 







2. Oliva called her doll Queen Isabella. 

Oliva I called / Queen Isabella \ doll 
| | her 



3. Will you kindly give Pastor a drink of water ? 

4. My mother teaches my sister reading and writing. 

5. My parents gave me a birthday party. 

6. We have sent Cousin Manuel an invitation. 



1:38 ADVANCED ENGLISH 

7. The superintendent appointed Miss Lucia Sandico 

teacher in our school. 

8. The officer gave the old man a pair of white shoes. 

9. The shoemaker sold him a new pair of shoes. 

10. Isaac promised Isidoro a ride in his boat. 

11. The general made the brave soldier the captain of 

his company. 

12. Uncle David gave mother a new comb. 

215. Rewrite the sentences in Sections 213 and J/4- 
changing the indirect object to a phrase. 

216. Write each of these sentences on a diagram- Tell 
the kind of complement or complements in each sentence. 

1. Charles V was king of Spain. 

2. He was the grandson of Ferdinand and Isabella. 

3. His mother was a Spanish princess. 

4. The name of his father was Philip of Burgundy. 

5. Charles was resolute, energetic and persistent. 

6. He fought the French, the Turks and the German 

princes. 

7. He sent Magellan on his voyage to the Philippines. 

8. Magellan was a Portuguese. 

9. He discovered the westward passage around 

America. 

10. The geographers called this passage the Strait of 

Magellan. 

11. Magellan reached the Pacific Ocean in November 

in 1521. 

12. The inhabitants of the Ladrone Islands brought 

Magellan camotes, rice and cocoanuts. 

13. He called these islands Los Lad rones. 

14. On March 10, 1521, he saw the coasts and moun- 

tains of Samar. 



GRAMMAR AND COMPOSITION 139 

15. These Spaniards were the first white men in the 

Philippine Islands. 

16. The Filipinos then had bamboo houses, pigs, 

chickens and fields of rice. 

Composition 

217. Write a composition about the island on which 
you live, using the following topics for paragraphs : — 

1. Its name. 2. Where it is. 3. Its size. 4. Its 
mountains and rivers. 5. Population and kinds of 
people. 6. Their occupations. 7. The products. 

Copy each of your topic sentences. 

Analyze each of your sentences. Tell how each noun 
is used. 

218. Read again the story in Section 147. Into 
how many paragraphs is it divided ? The story con- 
sists mostly of a conversation. In writing a conver- 
sation, what each person said is placed in a separate 
paragraph. 

1. Copy again the story in Section 156. Note the use 
of comma, capitcd letters and quotation marks. 

(Review Section 139.) 

2. In the market you wish to exchange two dozen of 
eggs for some cloth. Write the conversation that you 
might have with the merchant. 

3. You have met a friend who has just returned frojiv 
Australia. Write the conversation that you might have 
with him. 

4. You are looking for a position. Write the conver- 
sation you might have with a person to whom you applied 
for a position. 



140 ADVANCED ENGLISH 

Cases of Nouns 
219. Bead these sentences: — 

1. Emilio writes well. 

2. This boy is Emilio. 

3. My brother knows Emilio . 

4. We call the boy Emilio. 

5. Our teacher gave Emilio a slate. 

6. He walked to school with Emilio. 

How is Emilio used in the first sentence ? What 
kind of complement is Emilio in the second sentence ? 
In the third sentence ? The fourth sentence ? How 
is Emilio used in the fifth and sixth sentences ? In all 
of these sentences, in what ways is the noun Emilio 
used? 

7. Emilio's pencil is broken. 

In this sentence, the noun Emilio's is used as a 
modifier of pencil. It shows whose pencil is broken. 
What is added to the noun Emilio so that it may 
show possession, or be used as a possessive modifier ? 
Notice the following nouns used as possessive modi- 
fiers : a bird's nest, boys' kites, a girl's fan, Luis's 
knife, Ana's dress. An apostrophe ('), or an apos- 
trophe and s ('s), are added to nouns when they are 
used to show possession. 

These changes in the form and use of nouns are 
called Case. 

The Case of a noun is a change in its form or use to 
show its relation to the other words in the sentence. 



GRAMMAR AND COMPOSITION 141 

All the different forms and uses of nouns are ar- 
ranged in three classes, or cases : the Nominative 
Case, the Objective Case and the Possessive Case. 

THE NOMINATIVE CASE 

220. Read these sentences : — 

1. The carabao is bathing in the river. 

2. My name is Victor. 

8. Teodoro, please find a pen for me. 

In these sentences, how are the nouns carabao, 
name, Victor and Teodoro -used ? 

The nouns carabao and name are in the Nominative 
Case because they are the subjects of sentences. 

The noun Victor is in the Nominative Case because 
it is used as an attribute complement. 

The noun Teodoro is in the Nominative Case be- 
cause it is the name of a person spoken to or 
addressed. 

When are nouns in the nominative case ? 

221. Tell which of the nouns in Section 216, and in 
Sections 95, 101, are in the nominative case. 

THE OBJECTIVE CASE 

222. Read these sentences : — 

1. Mother saw the baby. 

2. She called the child Alberto. 



3. The teacher played with the children. 

4. The woman gave the child a pretty doll. 



142 ADVANCED ENGLISH 

Analyze each of these sentences. How is the noun 
baby used in the first sentence ? \\ hat kind of com- 
plement is Alberto f In what phrase is children ? 
Of what preposition is it the object ? What kind of 
object is child f 

The noun baby is in the Objective Case because it is 
used as an object complement. 

The noun Alberto is in the Objective Case because 
it is used as an objective complement. 

The noun children is in the Objective Case because 
it is used as the object of a preposition. 

The noun child is in the Objective Case because it 
is used as an indirect object. 

When are nouns in the objective case ? 

223. Tell which of the nouns in Sections 2 IS and 2 IJf 
are in the objective case. Tell why each, noun is in this 
case. 

224. Read again the sentences in Section 152. Tell of 
each noun whether it is in the nominative case or the 

objective case, and give a reason for your state i unit. 

225. Write sentences, using each of these words in the 
nominative and in the objective case : — 

1. hand 3. oil 5. flour 7. police 9. seed 

2. grammar 4. salt 6. taxes 8. game 10. corolla 

THE POSSESSIVE CASE 

226. Read these sentences: — 

1 . Felipe's book is on the floor. 

2. Luis's horse has two white feet. 



GRAMMAR AND COMPOSITION 143 

3. The boy was riding on the carabao's back. 

4. The girls' teacher is a woman. 

What nouns in these sentences are used to show 
possession ? Whose book f Whose horse f Whose 
back f Whose teacher f 

These nouns — Felipe's, Luis' s, carabao's and girls' 
— show possession and are used as possessive modifiers. 
They are in the Possessive Case. 

The apostrophe (') or the apostrophe and s ('s) must al- 
ways be used with a noun in the possessive case. 

227. Copy the nouns that are in the possessive case in 
the following sentences. Tell what noun each possessive 
modifies. 

1. Adelina's doll is in her mother's basket. 

2. Dogs' feet are paws, birds' feet are claws and 

horses' feet are hoofs. 

3. Dragon flies' wings are very thin and beautiful. 

4. The fisherman's boat was wrecked near my uncle's 

house. 

5. Men's hands are more useful than birds' wings. 

6. The children's slippers were on the stairs. 

7. The farmer's house. stood by the river. 

8. My father's horse is at his brother's house. 

9. The governor's office is in the palace in Manila. 
10. Emilia's husband is a merchant. 

POSSESSIVE FORM OF SINGULAR NOUNS 
228. Copy these words: — 

1. The boy's mother. 3. My father's house. 

2. The girl's fan. 4. The baby's hand. 



144 ADVANCED ENGLISH 

5. The fish's fin. 8. My uncle's farm. 

6. Luisa's doll 9. Your sister's dress. 

7. Ramon's hat 10. His brother's book. 

Which of these words are in the possessive case ? 
Are these possessive nouns in the singular or in the 
plural number ? What is added to each possessive 
noun to show possession ? 

An apostrophe and s ('*) are added to singular nouns to 
show possession. 

Write each of these nouns in the possessive form,, modi- 
fying otlier nouns : — 

1. monk 4. teacher 7. woman 10. friend 13. Leon 

2. horse 5. cousin 8. dog 11. niece 14. Luis 

3. bird 6. man 9. child 12. nephew 15. Elena 

POSSESSIVE FORM OF PLURAL NOUNS 
229. Copy these words: — 

1. The boys' kites. 6. Crabs' legs. 

2. The girls' fans. .7. My uncles* farms. 

3. The birds' eggs. 8. My sisters' dolls. 

4. Dogs' feet. 9. Herons' nests. 

5. Horses' hoofs. 10. The pupils' books. 

Which of these words are possessive nouns ? Are 
these possessive nouns singular or plural ? What is 
added to each to show possession? With what letter 
does each of these possessive nouns end ? 

When plural nouns end in s, only the apostrophe (') is 
added to show possession. 



GRAMMAR AND COMPOSITION 



145 



11. Men's hats 13. Women's dresses 

12. Children's toys 14. Mice's tails. 

When the plural noun does not end in 5, both the apos- 
trophe and the s{'s) are added to show possession. 

Write each of these nouns in the possessive form, modi- 
fying other nouns : — 

1. birds 4. teachers 7. nieces 10. flies 

2. dolls 5. cousins 8. sons 11. bats 

3. hens 6. dogs 9. friends 12. fishes 



JO. Write the 


possessive J 


form of each of t 


'hese nouns : — 


ny 


men 


carabao 


mouse 


flies 


bats 


fairies 


fish 


mother 


frogs 


child 


country 


Sofia 


ants 


children 


freedom 


Uncle Tomas 


aunt 


sisters 


wife 


governor 


aunts 


lady 


babies 


bird 


ant 


chicken 


Luis 


birds 


girls 


tailor 


uncles 


doctor 


lizards 


ladies 


sons 


turtles 


man 


calf 


chief 



Composition 
231. Copy these groups of words : — 



men's hats 

the hats of men 
the baby's feet 

the feet of the baby 



ladies' dresses 

the dresses of ladies 
my aunt's comb 

the comb of my aunt 



Into what phrase may the possessive noun men's 
be changed ? The possessive noun ladies f Baby's f 
Aunt's f What preposition introduces these phrases ? 



GIBBS ADV. ENG. 



146 ADVANCED ENGLISH 

A possessive noun may be changed to a phrase introduced 
by the preposition of. 

Change these possessive nouns to phrases, and tJien use 
each in a sentence ; — 

1. The tailor's home. 5. Mr. Sandico's calesa. 

2. The doctor's office. 6. The son's perseverance. 

3. Your teacher's books. 7. The daughter's love. 

4. His parents' industry. 8. Eagles' claws. 

9. The fishermen's boats. 

232. Change tJie phrases in these groups of words to 
possessive nouns; then use each in a sentence: — 

1. The pens of the girls. 5. The bodies of fishes. 

2. The rooms of the boys. 6. The nests of ants. 

3. The tail of a monkey. 7. The tools of a carpenter. 

4. The wings of butterflies. 8. The letters of the lawyer. 

Only animals or persons can really possess any- 
thing. We cannot say the roofs tojj, because the 
roof has no life. We should use the. phrase to denote 
possession when speaking of plants and of things 
without life. 

The leaves of the tree. The climate of the country. 

The petals of the flower. The fibers of the abaca. 

The points of the pen. The rooms of our house. 

The leaves of the book. The tail of the kite. 

The end of the pencil. The cover of the ball. 

233. The Paragraph. 

1. What is the main topic of the following para- 
graph ? What is said of Ichabod Crane ? 



GRAMMAR AND COMPOSITION 147 

Ichabod Crane 

In a remote period of American history, there lived in 
Sleepy Hollow a worthy man whose name was Ichabod 
Crane. He sojourned, or, as he expressed it, " tarried," in 
that quiet little valley for the purpose of instructing the 
children of the vicinity. He was a native of Connecticut. 
He was tall, but very lank, with narrow shoulders, long 
arms and legs, hands that dangled a mile out of his sleeves, 
and feet that might have served as shovels. His head 
was small, with huge ears, large glassy eyes, and a long 
snipe nose. To see him striding along the crest of a hill 
on a windy day, with his ill-fitting clothes fluttering about 
him, one might have mistaken him for some scarecrow 
escaped from a cornfield. 

— Washington Irving. 

The main topic of the paragraph is stated in the 
first sentence. The other facts are subtopics, given 
to make the main topic clear. 

Reproduce the paragraph by this outline: — 

1. (Main topic) There was a worthy man named Icha- 
bod Crane. 

(Subtopics) (1) Residence, occupation, native state. 

(2) His figure. 

(3) His appearance walking. 

All the thoughts expressed in a paragraph must be 
about the main topic. There must be only one topic 
to each paragraph. 

2. Read again the paragraphs in Section 209. UYite 
the main topic and the subtopics of each paragraph. 



148 ADVANCED ENGLISH 

3. Write tlie main topics and the subtopics of the 
groups of sentences in Section 1S9, and of the paragraphs 
in Sections 198, 199, and 204. 

4. TJ > 'it e a paragraph about Trepang, using this out- 
line:— 

I. A costly sea food much prized by the Chinese. 

(1) What it is. Where found. 

(2) Size. Appearance. 

(3) How secured and prepared for market. 

5. Write paragraphs about each of the following sub- 
jects. First write the topic sentence and then make an 
outline: — 

1. Pearls 3. Lizards 5. Uses of Cocoanut Oil 

2. Tortoise Shell 4. Rice 6. Evil Effects of Smoking 

Special Case Relations of Nouns 
234. Bead these sentences : — 

1. Sotero, write your sentences carefully. 

2. Teacher, may I write on the blackboard ? 

3. Father, may I go with you to the post office ? 

What is the name of the person spoken to or ad- 
dressed in each of these sentences ? What is the 
subject and the predicate of each sentence ? 

The names of the persons addressed — Sotero, 
teacher and father — are independent of the other 
words in the sentence. They are in the Nominative 
Case. 

The name of a person called or addressed is in the nomi- 
native case. 



to i school 
ivith I me 



GRAMMAR AND COMPOSITION 149 

Diagram these sentences. Tell tl%e case of each noun. 

1. Ida, will you walk 

to school with me ? Ida 

2. Mother, I found ten eggs in you ■ win walk 

the old jar. 

3. Father, did you buy a carriage 

when you were in the city ? 

4. Come to me, O ye children. 

5. Tell me, Leon, where Baguio is. 



235 . Read these sentences : — 

1. Four years having passed, he returned. 

2. Darkness coming on, we lighted the lamps. 

3. The general being killed, the soldiers retreated. 

What is the subject and the predicate of each of 
these sentences ? What is the participial phrase in 
each sentence ? What noun is used with each of 
these phrases ? 

A noun used in this way is said to be used " abso- 
lutely" Such a noun is a "Nominative Absolute," 
or "Nominative Independent." 

Tell the nouns that are nominative absolutes in these 
sentences : — 

1. The river being frozen over, they made the journey 

by land. 

2. The supplies having been exhausted, the garrison 

surrendered. 

3. The rain being over, the stars came out. 

4. His money being lost, the man could not purchase 

a ticket. 



150 ADVANCED ENGLISH 

236. Read tJwse sentences. Copy tJie diagrams. 

1. My brother, Fernando, 

has a pet toad. 

2. The children read the story of Ina, the Queen of 

the Fishes. 



brother (Fernando) 


has 


toad 


\My 




\ a 
| pet 



children 


read \ story 


hieen) 


1 The 




the 




of | Ina ( <S 






the 

of | Fishes 



| the 

3. My sister, Lucia, is sick. 

4. I saw your friend, Mr. Gonzales, in Manila. 

5. His dog, his only friend, was blind. 

In the first sentence, what noun tells what brother 
is spoken of ? What word tells or explains what Ina 
is spoken of ? What word tells which sister is sick ? 
What word explains what friend was met ? What 
word explains what the dog w r as to his master ? 

These words — Fernando, Queen, Lucia, Mr. Gon- 
zales and friend — are used to modify other nouns by 
explaining who or what is spoken of. Nouns used in 
this way are said to be in apposition with the words that 
they modify. They are appositive modifiers. Fer- 
nando is in apposition with the noun brother. It ex- 
plains or tells what brother is spoken of. 

What word is in apposition with Ina ? What word 
is an appositive modifier of sister ? What word is in 
apposition with friend f With dog f 



GRAMMAR AND COMPOSITION 151 

Nouns in apposition are in the same case as the nouns 
that they modify. 

What is the case of Fernando f Friend f 
What is the case of Ina ? Mr. Gonzales f 

Diagram each of these sentences. Tell what nouns are 
used as appositive modifiers, and ivhat noun each modifies. 
Tell the case of each noun. 

1. The head of the family, Mr. Lilies, was a learned 

and dignified man. 

2. My son, Luis, and my daughter, Marta, are both in 

school. 

3. Washington, the first President of the United States, 

lived in Virginia. 

4. The moon, the beautiful lamp of the night, lighted 

the hill and the sea. 

5. My country, the home of my people, is beautiful. 

6. Pedro Elizalde, the oldest boy in my class, won the 

prize. 

237. Read these sentences. Copy the diagrams. 

1. Mother made Ema a dress. 

2. Gracio sent his father a letter. 

Mother I made I dress Gracio I sent I letter 



a 

( x ) | Ema 



( x ) | father 



his 



What is the indirect object in each of these sen- 
tences ? These words are the objects of what prepo- 
sitions omitted? 

Nouns used as indirect objects are in the Objective Case. 

(Review Indirect Object, Sections 211, 212, 213.) 



152 ADVANCED ENGLISH 

238. Read tlwse sentences : — 

1. We remained there a week. 

2. The hat is worth five dollars. 

3. The boys walked ten miles. 

We. I remained hat I is \ worth 



there The 



( x ) | week 



( X ) | dollars 



1 fir? 



boys 1 walked 


The 1 


( X ) | miles 



In these sentences, the words week, dollars and 
miles are parts of adverbial phrase modifiers, from 
which the introductory words are omitted. They are 
in the Objective Case. They are often called Adver- 
bial Objectives. Nouns are used in this way to ex- 
press time, distance, space, weight, value and place. 

4. He came fifty minutes late. 

5. The people perished years ago. 

6. We have crossed the ocean five times. 

7. My brother was twelve years old last Friday. 

239. Write each of tlwse sentences on a diagram,. Tell 
ivhat nouns are used in address, as appositive modifiers, 
or as adverbial modifiers. Tell the case of each noun 
and give a reason. 

1. We saw St. Augustine, the oldest cathedral in 

Manila. 

2. Mother, may I play with my cousin Tomas ? 

3. The Manguianes, the inhabitants of the mountains 

of Mindoro, are uncivilized. 

4. The Lord, Our Father in Heaven, watches over us. 

5. Mt. Halcon, an extinct volcano, rises above the 

clouds. 



GRAMMAR AND COMPOSITION 153 

6. Carlos, please bring father a drink of water. 

7. The boys hunted an hour for their ball. 

8. Mohammed, the great Teacher of the Mohamme- 

dans, lived in Arabia. 

9. Jerusalem, the Holy City of the Christians, is in 

Palestine in Asia Minor. 

10. Magellan came to the Philippines nearly five hun- 

dred years ago. 

11. Gracio went home ten minutes ago. 

12. I gave the merchant two dollars for my shoes. 

13. They are not worth one dollar. 

Composition 

240. Separate independent words or phrases from the 
remainder of the sentence by a comma or commas : — 

1. The name of the person or thing addressed : — 
Ye crags and peaks, I'm with you once again. 

(Review Section 63.) 

2. A noun in apposition : — 

The conqueror of Mexico, Cortez, was cruel to the people. 

(Review Section 236.) 

Compose sentences, using these expressions as explana- 
tory modifiers: — 

1. The capital of the Philippines. 4. An American port. 

2. Our most important product. 5. The governor. 

3. The captain of our team. 6. Our teacher. 

3. A phrase containing a nominative absolute : — 
The moon having risen, ive resumed our journey. 

(Review Section 235.) 



154 ADVANCED ENGLISH 

Write sentences, using these phrases containing the 
nominative absolute : — 

1. The school having become quiet. 

2. The time having arrived. 

3. The train having started. 

4. The gate being open. 

5. The ladrones having been captured. 

4. Introductory words or phrases : — 

However, I decided not to go. 

Nevertheless, he did as ive wished. 

In the first place, lie was too old. 

By the way, I met your brother yesterday. 

Now, that is strange. 

5. Parenthetical words or phrases : — 

My brother was, of course, only joking. 

He reached the river, it seejns, too late for the ferry. 

Write sentences, using these words independently : — 

1. well 3. to be sure 5. to tell the truth 

2. why 4. to speak plainly 6. generally speaking 

241. Write a paragraph about Limahong, Tell tlir 
case of each noun that you have used: — 

242. Whole Composition. Every sentence is a com- 
position. It contains a subject and what is said 
about the subject. A paragraph also is a composi- 
tion, composed of a number of sentences about one 
topic. The topic sentence states the subject, or gen- 
eral topic, of the paragraph. The remaining sentences 
state what is to be said about this subject. 

A composition may consist of several paragraphs. 



GRAMMAR AND COMPOSITION 155 

The subject of the composition is given in the title. 
The paragraphs contain what is said about this sub- 
ject, each paragraph stating only one general topic. 

The paragraphs should be arranged in an orderly 
way. In most cases the composition should begin with 
an Introduction, which explains the circumstances, 
the meaning of the title, etc. Next should come 
The Body of the Composition, which should be a state- 
ment of the facts or events in their order. This 
should be followed by a Conclusion, or statement of the 

results, Uses Of the Whole, etc. (Review Section 21.) 

In the story in Section 131, the first paragraph is 
the introduction. What is stated in this paragraph ? 
In the story in Section 139, what is stated in the 
first paragraph, which is the introduction to the story ? 
What is the introduction to the story in Section 156? 

The introduction should state only enough to make 
the story or description clearly understood. 

In the last paragraph, the results, or conclusions of 
the story, should be stated. What is the conclusion 
in each of the stories in Sections 131, 147 and 156 ? 

We should put into the story only the most impor- 
tant and most interesting details. 

Write a short composition, telling a story that you 
learned when a child, and using this outline : — 
I. Introduction. 

1. Who told the story to you ? 2. Your age. 
3. Time and place. 
II. The events or facts of the story. 
III. Conclusion of the story. 



156 ADVANCED ENGLISH 

243. Write a composition about Magellan's Voyage. 

Use this outline: — 

I. Introduction. 

1. Who Magellan was. 

2. Why he wished to make the voyage. 

3. His equipment. 
II. The Voyage. 

1. Incidents on the way to the Philippines. 

2. What he did in the Philippines. — His death. 
III. The Result. 

1. The value of the voyage. 

Tell the case of twenty nouns that you have used. 

244. Write the outline, giving paragraph topics and 
subtopics, of a short composition on one of these subjects : — 

1. Description of a prao. 2. How jars are made. 



Words, Phrases and Clauses used as Nouns 

' 245. Pronouns may be used instead of nouns. 

Socorro bought a knife for his father and gave it to him. 

In this sentence, what pronoun is used instead of 
the noun Socorro ? Instead of the noun knife ? In- 
stead of the noun father ? 

Read tlie sentences in Section 135. Tell for what noun 
each pronoun is used. 

246. Words that are usually adjectives may be used 
as nouns. 

The poor and the sick are ahvays with us. 



GRAMMAR AND COMPOSITION 157 

Poor and sick are usually adjectives. They are 
here used as nouns. The nouns which they would 
modify as adjectives are omitted : — 

The poor people and the sick people. 

Tell which of the adjectives in tJiese sentences are used 
as nouns. 

1. The rich should help the poor. 

2. We should pity the blind and the lame. 

3. The strong must protect the weak. 

4. The foolish often imitate the wise. 

247. Phrases may be used as nouns. 

(Review Sections 125 and 126.) 

1. We like to eat bananas. 

2. To eat mangoes is pleasant. 

3. To see is to believe. 

In the first sentence, what phrase tells what we 
like ? To eat bananas is a phrase used as a noun. 
It is the object complement of the verb like. 

What is pleasant? How is the phrase to eat 
mangoes used in the second sentence ? In the third 
sentence, the phrase to see is the subject, and the 
phrase to believe is the attribute complement of the 
verb is. 

Tell what -phrases are used as nouns in tlxese sen- 
tences, and how each phrase is used in the sentence. 

1. The father desired to see his son. 

2. We wished to buy a large horse. 

3. To buy a large horse was our desire. 



158 ADVANCED ENGLISH 

4. To become a good and useful man is my ambition. 

5. My teacher told me to write this lesson. 

6. To be patient is often difficult. 

7. The boys tried to fly their kites. 

8. An old man's advice is to be respected. 

9. To hesitate is often to lose all. 

10. We must learn to make good use of our time. 

11. To waste time is to waste life. 

12. These boys are learning to speak English. 

248. Clauses may be used as nouns. 
We know that the earth is round. 

That many stars are larger than our sun is now 

believed. 

In these sentences, what clause tells what we know ? 
What clause tells what is now believed ? How is the 
first clause used in the sentence ? How is the second 
clause used ? 

The clause that the earth is round is used as a noun 
and is called a Noun Clause. It is used as the object 
complement of the verb know. The clause That 
many stars are larger than our sun also is a Noun 
Clause, for it is used as the subject of the verb is 
believed. 

(Review Section 144.) 

Read tJiese sentences. Tell tlie noun clauses and how 
each noun clause is used in tlie sentence. 

1. Father said that he would surely come. 

2. That lightning is electricity was discovered by Ben- 

jamin Franklin, at Philadelphia. 



GRAMMAR AND COMPOSITION 159 

3. We know that Leon was at home last night. 

4. We inquired who was there. 

5. We were informed that a stranger wished to see us. 

6. The farmer said, " Who will break this bundle of 

sticks ? " 

7. The eldest son said, " I will." 

8. That the horse was stolen is evident. , 

Composition 

249. Copy these sentences, writing an infinitive 
phrase in place of each blank; — 

1 is disgraceful. 5. He wishes .... 

2 is a crime. 6. It is easy .... 

3. Mateo asked .... 7. The men began .... 

4. I like .... 8. It is difficult .... 

9. Magellan tried .... 
10. His wish .... was not granted. 

250. Read the story in Section 156. Tell the noun 
clauses used. Analyze each of tl%e sentences contain- 
ing a quotation. 

Where is the comma used in the quotations? 

(Review Sections 131 and 132.) 

Write a short conversation. Tell the noun clauses 
that you have used. 

251. Write five sentences containing noun clauses 
introduced by what. 

I do not know what he said. 

Write five sentences containing noun clauses intro- 
duced by that. 

That the world grows better is true. 



160 ADVANCED ENGLISH 

252. Direct and Indirect Quotations. 

Read these sentences; — 

The Indians said, " We shall live in love with William 
Penn and his children." 

The Indians said that they would live in love with 
William Penn and his children. 

Do these sentences express the same thought? 
What is the difference in the sentences ? 

In the first sentence, the exact words of the Indians 
are quoted. They form a Direct Quotation. 

In the second sentence, the thought of the Indians, 
but not their exact words, is given. This is an In- 
direct Quotation. 

Direct: — Father said, "Were you in school to day ?" 
Indirect : — Father asked if I were in school to-day. 

Notice that the indirect quotation 

1. Is not inclosed in quotation marks. 

2. Does not begin with a capital letter. 

3. Is not separated from the remainder of the 

sentence by a comma, and 

4. Is not followed by a question mark when the 

the meaning indicates a question. 

The use of direct quotations, as in the story in Sec- 
tion 139, is called Direct Discourse. 

The use of indirect quotations is called Indirect 
Discourse. 

Both direct and indirect quotations are used as 
noun clauses. The indirect quotation is usually in- 
troduced by that. 



GRAMMAR AND COMPOSITION 161 

253. Change these direct quotations into indirect 
quotations ; — 

1. Many people said, " The earth is flat." 

2. " We shall see land in the evening," said Columbus. 

3. Queen Elizabeth said, " The country shall be named 
Virginia in honor of me." 

4. The colonists said, " We did not come here to 
work." 

5. Captain John Smith replied, " Then you shall not 
eat." 

254. Change these sentences containing direct ques- 
tions to indirect discourse. 

1. The people asked, " Is there any shorter way to 
India ? " 

The people asked whether there is any shorter way to 
India. 

2. " Which road leads home ? " 

He requested to know which road leads home. 

3. We asked, " John, where are you going ? " 

4. I said to Grace, "Will you please lend me your 
pencil ? " 

5. " Grandfather," said Roseta, " will you tell me 
another story ? " 

255. Copy the story in Section 131. 
Change it from direct to indirect discourse. 

256. Change tJiese sentences from indirect to direct 
discourse : — 

1. The colonists said that they would not consent to 
taxation without representation. 

2. At the Boston Tea Party some one asked how tea 
would mix with salt water. 

GIBBS' ADV. ENG. — 11 



162 ADVANCED ENGLISH 

3. Samuel Adams said that the meeting could do noth- 
ing more for the country. 

4. General Warren said that the contest would be se- 
vere but the end would be glorious. 

5. Washington asked if the men stood fire. 

6. When I told him that the assembly had acted wisely, 
he was pleased to hear it. 



REVIEW 

1. What is a noun ? What are the classes of nouns ? 

Write ten proper nouns and ten common nouns. 

2. When is a noun in the masculine gender ? When in 

the neuter gender ? Write ten nouns that are in 
the masculine gender, ten in the feminine gender, 
and ten in the neuter gender. 

3. Write the feminine form of each of these nouns : — 

husband, son, Mr. Lyon, king, nepJiew, rooster, Jos6, 
sultan, monk, sir, uncle, Juan, manservant. 

4. When is a noun in the plural number ? How is the 

plural number of nouns usually formed ? 
Write the plural form of each of these nouns : — 

self negro school 

wife fish hero 

child leaf shelf 

story life Mr. Dixon 

knife mouse horseman 

Ana pony foot 

5. What is an attribute complement? After what verbs 

are attribute complements used ? Write sen- 
tences, using these words as attribute comple- 
ments : volcano, plant, animal, island. 



horse 


man 


valley 


city 


dish 


ox 


box 


father 


buffalo 


ax 


calf 


wish 



GRAMMAR AND COMPOSITION 163 

6. What is an object complement ? An objective com- 

plement ? 
Tell the kinds of complements in the sentences in 
Section 204. 

7. When is a noun in the nominative case ? When in 

the objective case ? 
Write sentences, using these words, first in the nomi- 
native case and then in the objective case : — 

1. book 3. province 5. Manila 

2. tobacco 4. Igorot 6. cocoanuts 
Tell why you think they are in the nominative or the 

objective case in your sentences. 

8. Write the possessive singular and the possessive plural 

of each of these nouns : — 
man pony king sister chief 

ant boy baby Tomas carabao 

fairy fly cousin wife calf 

9. Write sentences, using these words as indirect ob- 

jects : — 

1. Pedro 3. sister 5. Ana 

2. him 4. baby 6. us 

10. Tell the number, gender and case of each noun in 
the sentences in Section 139. 

THE PRONOUN 

257. A Pronoun is a word used instead of a noun : — 

Tlie boys were flying their kites. I helped him make it. 

Juan has his new kite. We brought it to my home. 

It has a long tail. Mother gave usa?ie2V string. 

He is proud of his kite. She teas very kind. 

(Review Section 1G.) 



164 ADVANCED ENGLISH 

The Antecedent 

258. Read tJiese sentences : — 

1. Martin asked his mother to loan her umbrella to 

him, but she could not find it. 

What are the pronouns in this sentence? For 
what noun is his used? Her? Him? She? It? 

The word for which a pronoun is used is called the Ante- 
cedent of the pronoun. 

2. Serapio gave a book to his teacher. She thanked 

him kindly for it. 

What are the pronouns in this sentence ? What is 
the antecedent of his? Of she? Of it? 

3. A pronoun is a word that is used in place of a noun. 

4. Mt. Apo, which is a large volcano, is in Mindanao. 

5. The name of my oldest brother, who is now in the 

city, is Silvestro. 

In these sentences, that, which and ivlw are pro- 
nouns. The antecedent of that is vjord. What is 
the antecedent of which? Of who? 

In sentences where the antecedent is not given, 
as, / am going ivith you, He went to see her, the 
antecedent of the pronoun is considered to be the 
name of the person speaking, or thought of, by 
the speaker. 

259. Read this story. Tell the antecedent of each 
pronoun. 

Roberto and Rufo were comrades in their school and at 



GRAMMAR AND COMPOSITION 165 

their homes. After school they worked for their fathers, 
who paid them well. With the money which they saved, 
they bought a horse. 

Then little Rufo said to his older friend, " What shall 
we do now ? Our horse is small. We cannot both ride 
it at the same time." 

Roberto laughed, and said, "I know what we can do. 
I will ride when you walk, and you shall walk when I 
ride." " Good," said Rufo, " I am satisfied." 

Now who made the best bargain ? 

Composition 

260. Write a short story about yourself and a friend. 
Tell the antecedent of each -pronoun that you have used in 
your story. 

261. Write a short story containing conversation, be- 
ginning the story ivith one of these sentences : — 

1. One day father and I were going fishing. 

2. On our way to school on Friday, we saw a cart 
break through a bridge. 

3. On our trip around the island, we found a beautiful 
coral reef. 

4. The typhoon began in the morning while we were 
in school. 

Classes of Pronouns 

262. There are about sixty words in the English 
language that may be used as pronouns. Pronouns 
are used to show the person speaking, or spoken to, 
or spoken of ; to ask questions ; to connect clauses, or 
as adjectives. 



166 ADVANCED ENGLISH 

According as pronouns are used in these ways, they 
are divided into four classes : Personal Pronouns, In- 
terrogative Pronouns, Relative Pronouns and Adjective 
Pronouns. 

PERSONAL PRONOUNS — FIRST PERSON 

263. Read these sentences : — 

1. I, Jaime Sandico, am speaking. My brother and I 

have sailboats. My brother's boat is larger than 
mine. My mother gave my boat to me. 

2. I am Marcelina Reyes. I am older than my sister. 

My sister's parasol is larger than mine. 

In the first group of sentences, who is speaking ? 
What pronouns are used instead of his name ? In 
the second group of sentences, who is speaking? 
What pronouns are used instead of her name ? 

A Noun or a Pronoun, when it represents the person 
speaking, is in the First Person. 

What is the number and gender of the noun 
Jaime Sandico f The number and gender of the 
noun Marcelina Reyes f 

The pronouns /, my, me and mine are used instead of 
the name of the person speaking. They are in the singular 
number, and are of either masculine or feminine gender. 

Write sentences, using the pronouns I. my, me and 

mine instead of your own mi inc. 



GRAMMAR AND COMPOSITION 167 

264. Read these sentences : — 

1. Priscilla and Marta said, " We shall visit our cousin 

Olivia to-morrow. We shall take our dolls with 
us. Olivia's dolls are larger than ours." 

2. Rafael and I are brothers. We shall ride in our 

new bancas this evening. Our uncle made the 
bancas for us. 

In the first group of sentences, two girls are speak- 
ing. What pronouns do they use instead of their 
names? In the second group, two boys are speak- 
ing. What pronouns do they use instead of their 
names ? 

The pronouns we, our, ours and us are used instead 
of the names of two or more persons speaking. They 
are in the plural number and first person. They may 
represent nouns of either the masculine or the femi- 
nine gender. 

Nouns in the first person are used only with pro- 
nouns of the first person : — 7, Jaime Sandico ; I, 
Luis Morga ; We, the peojile. 

Write sentences, using the pronouns we, our and us in 
speaking of : — 

1. Your father and yourself. 

2. A friend and yourself. 

PERSONAL PRONOUNS — SECOND PERSON 

265 . Bead these sentences : — 

1. Pablo, why do you not know your lesson ? 

2. Have you lost your pencil ? Is this pencil yours ? 



168 ADVANCED ENGLISH 

3. Boys, where are you going? Where are your hats? 

4. Alberta, please bring your book. You may read 

your lesson now. 

5. Susana and Trinidad, you should not talk in school. 

Study your lessons well. 

What are the pronouns in these sentences ? Which 
of the pronouns represent only one person ? Which 
represent more than one person ? Who is spoken to 
in the first group of sentences ? In the second group 
of sentences ? In the third ? In the fourth and 
fifth ? In which sentences are boys spoken to ? In 
which sentences are girls spoken to ? 

A Noun or a Pronoun, when it represents the person or 
thing spoken to, is in the Second Person. 

The pronouns you, your and yours may be used in- 
stead of nouns in the singular or the plural number, 
or of the masculine or the feminine gender. 

A comma, or commas, are used to separate the 
name of the person or thing spoken to from the 
remainder of the sentence : — 

Marta, please find my thimble. 

Have you learned your lesson, Pablo ? 

Will you, Tomds, get me a drink of water? 

Write sentences, using the pronouns yon and your in 
speaking to : — 

1. your father 3. two friends 5. Leon 

2. your teacher 4. some boys 6. Ana 






GRAMMAR AND COMPOSITION 169 

PERSONAL PRONOUNS — THIRD PERSON 

266 . Read these sentences : — 

1. Salvador lives in the country. His father gave a 

pony to him. He is kind to his pony. 

2. Olivia took her sister with her to the market. She 

is ten years older than her sister. 

3. Both eyes of the fish called the sole are on one side 

of its body. It lives near the shore. It swims 
on its side. 

Who is spoken of in the first group of sentences ? 

In the second group? What is spoken of in the 

third group ? What pronouns are used instead of 

the noun Salvador ? Instead of Olivia ? Instead of 
the noun fish? 

A Noun or a Pronoun, when it represents the person or 
the thing spoken of, is in the Third Person. 

What is the Number and Gender of the noun Sal- 
vador f Of Olivia ? Of fish f 

The pronouns he, his and him are used instead of 
nouns of the masculine gender. They are in the 
singular number and third person. 

The pronouns she, her and hers are used instead of 
nouns of the feminine gender. They are in the sin- 
gular number and third person. 

The pronouns it and its are used instead of nouns 
of the neuter gender, singular number;, and third 
person. 



170 ADVANCED ENGLISH 

Write sentences, using tlve pronouns : — 

1. he, his and him in speaking of: — 

your father a man a horse Carlos 

a boy a brother a farmer Jose 

2. she and her in speaking of: — 

your mother a woman an aunt a teacher 
a sister a girl Luisa Clara 

3. it and its in speaking of: — 

a book an island a bird a river 

a kite a boat a turtle an orange 

267. Read these sentences : — 

1. Charles and William live in Manila. Their home is 

in Malate. I saw them yesterday. They are 
brothers. 

2. Leona and Donata went to visit their cousin. They 

rode in a carriage. Their mother went with them. 



3. The books are on the desk. Their covers are green. 
They contain many pictures. Pascual put them 
on the desk. 

What is the antecedent of each pronoun in these 
sentences ? Do the jDronouns represent more than 
one person or thing ? Are they singular or plural ? 
What is the gender of the antecedents in the first 
group of sentences? In the second group? In the 
third group? 

Pronouns are in the same number, person and gender as 
their antecedents. 



GRAMMAR AND COMPOSITION 171 

The pronouns they, their and them are used to rep- 
resent nouns in the third person, and plural number. 
They may represent nouns of the masculine, the 
feminine, the common, or the neuter gender. 

Write sentences, using the pronouns they, their and 
them in speaking of: — 

1. two boys 4. two friends 

2. Negritos 5. herons 

3. your father and mother 6. your books 

268. The person, number and gender of the per- 
sonal pronouns are shown below. Learn them. 

First Person : Singular Number. I, my, mine, me. 

Plural Number, we, our, ours, us. 
Second Person : Singular Number, you, your, yours. 

Plural Number, you, your, yours. 
Third Person : Singular Number. 

Masculine, he, his, him. 
Feminine, she, her, hers. 
Neuter, it, its. 
Plural Number, they, their, theirs, them. 

These pronouns are called Persona/ Pronouns because by 
their form they show the person of the antecedent, — 
whether it represents the person speaking, the person spoken 
to, or the person spoken of. 

Head these sentences. Tell the gender, person and 
number of each pronoun. 

The Duke of Wellington was a great English general. 
He was a very kind man. One day he was walking in 
his garden. He saw his gardener's son sitting in a path. 



172 ADVANCED ENGLISH 

He said to the boy, " What are you doing? " " I am feed- 
ing my toad. My parents wish to send me away to school. 
They will not feed my toad. My sister is sick. She can- 
not feed it. I am afraid it will die." "Go to school," 
said the duke. "I will take care of it." Afterwards he 
wrote a letter to the boy to tell him that his toad was very 
well. We can never be too great to be kind. 

Composition 

269. Copy tliese sentences, writing a pronoun in place 
of each blank. Does each pronoun agree with its antece- 
dent in person, number and gender? 

1. Juan has a new watch. . . . often looks at it. 

.... Aunt Ana gave .... to is . . 

only nephew. . . . loves .... 

2. Victoria picked a red rose and gave .... to the 

girls. . . were . . . cousins home is Cebu. 

3. The reapers did not eat .... rice. . . . said that 

.... was not well cooked. 

4. Fred read the stories because .... found .... 

interesting. 

5. The house of a snail is ... . shell ; the home of a 

bird is ... . nest. 

270. A short story of some interesting event is 
called an Anecdote. 

1. Copy this anecdote, changing the direct quotations 
to indirect: — 

Keeping out of Danger 

A naval officer said to a landsman, ki My father, grand- 
father and great-grandfather all died at sea." 



GRAMMAR AND COMPOSITION 173 

" Then," said the landsman, " if I were you, I would 
never go to sea again. You might die in the same way." 

" Well," said the officer, " where did your father and 
grandfather die? " 

The landsman replied, " They died in their beds, of 
course." 

" If I were you, then," said the officer, " I would never 
go to bed again. You might die there." 

2. Copy this anecdote, changing the indirect quota- 
tions to direct : — 

How a King earned Some Money 

Victor Emmanuel, king of Italy, was fond of hunting. 
One day, while out alone with his gun, he met a peasant, 
who thought he was a gamekeeper. The peasant said 
that a fox was stealing his hens. The king said that he 
would come the next day and try to kill it. 

The next morning the king killed the fox. He carried 
it to the peasant and said that he was glad to be of some 
service to him. The peasant said that he was very grateful 
and asked him to have breakfast at his cottage. 

After breakfast he told the king that he wished to pay 
him for his trouble and gave him two francs. The king 
was delighted. He put the money into his pocket and said 
that it was the first money he had ever earned in all his life. 

A few days after, an officer from the king's court 
came to the cottage in a carriage. He told the peasant 
that his friend was the king, and brought many presents 
for all the family. 

271. Write from memory some story that you have 
read. Tell the person, number and gender of each per- 
sonal pronoun in the sentences you have used. 



174 ADVANCED ENGLISH 

Cases of Pronouns 





THE 


NOMINATIVE CASE 


"2. 


Read these sentences : — 


1. 

2. 

3. 
4. 


I am a boy. 
We are boys. 
He is a man. 
She is a girl. 


5. You are Luis's brother. 

6. It is a bat. 

7. They are women. 

8. You are little boys. 



What is the pronoun in each of these sentences? 
What part of the sentence is each pronoun ? In what 
case are nouns when used as subjects of sentences? 
Pronouns used as subjects of sentences are in the 
Nominative Case. 

(Review Section 220.) 

9. The boy was I. 12. That book is it. 

10. That man is he. 13. These boys are they. 

11. This girl is she. 14. That bad boy was you. 

What is the pronoun in each of these sentences ? 
How is each pronoun used in the sentence ? In what 
case are nouns when used as attribute complements ? 
Pronouns used as attribute complements are in the 
Nominative Case. 

The pronouns I, we, he, she and they are used only 
in the Nominative Case. The pronouns it and you 
are used both in the nominative and the objective 
case. 

273. Copy the following sentences, writing a pronoun 
in tlie nominative case in place of each blank : — 



GRAMMAR AND COMPOSITION 175 

1 like to study. 8 may read my book. 

2 found our books. 9. That boy is ... . 

3 is my brother. 10. I am .... 

4 is my sister. 11. That woman is ... . 

5 are my parents. 12 is my teacher. 

6 was a heron. 13. My sister is ... . 

7 were at home. 14. Is ... . your brother ? 

THE POSSESSIVE CASE 

274. Bead these sentences : — 

1. The boy took my pen. 

2. The boy lost his pen. 

3. Marcelina knows her lesson. 

4. The bird has broken its wing. 

5. Where is your book ? 

6. The boys have lost their hats. 

7. We have written our names. 

In the first sentence, what pronoun tells whose pen 
was taken ? Whose pen was lost ? What other pro- 
nouns in these sentences show possession ? 

The pronouns my, his, her, its, your, their and 
our are used in the possessive case. 

275. Copy these sentences, writing a possessive pronoun 
in place of each blank : — 

1. I love .... country. I love .... mountains, .... 

valleys, .... rivers and .... people. 

2. The Gaddanes sometimes build .... houses in trees. 

3 pen is made of steel point is very sharp. 

4. Kingfishers have .... nests in holes in the banks 

of streams. 



176 ADVANCED ENGLISH 

5 teacher lent .... fan to me. 

6. Marcia gave .... pencil to ... . brother. 

7. He sharpened it with .... knife. 

8. Do you know where .... hat is ? 

276. Personal Pronouns have two uses, or forms, 
in the possessive case : — 

my your his her its our their 

mine yours his hers its ours theirs 

Read these sentences : — 

1. The boy took my pen. 4. That pen of mine was new. 

2. The pen was mine. 5. It was not your pen. 

3. Mine is a new pen. 6. The pen was not yours. 

7. It was not his, nor hers, nor ours, nor theirs. 

In the first sentence, my is used as a possessive 
modifier. It is placed just before the noun that it 
modifies. 

In the second, third and fourth sentences, the pro- 
noun mine is possessive, but it is not used as a modifier 
like my. It does not stand near the object possessed. 
In the second sentence, mine is an attribute comple- 
ment ; in the third, mine is the subject, and in the 
fourth, mine is the object of a preposition. The second 
form of the other possessive pronouns — yours, lias, 
ours, theirs — is used in the same way. 

The possessives his and its are used both as pos- 
sessive modifiers and as separate possessive pronouns: 

This horse is his. This is his calesa. 



GRAMMAR AND COMPOSITION 177 

277. Bead these sentences. Tell how each possessive 
pronoun is used. 

1. Miguel, is this your pencil? 

2. No, it is not mine. 

3. I have my geography. Where is yours ? 

4. Juan says that he has lost his penholder. 

5. My mother's dress and mine are made of silk. 

6. The color of hers is blue, but mine is brown. 

7. Our cousins live near us. 

8. Their house is not so large as ours. 

9. Our house has ten rooms, but theirs has only three. 
10. Is their house larger than yours. 

278. Copy these sentences, ivriting a possessive pronoun 
in place of each blank : — 

1. What is ... . father's name ? 

2. I do not know where .... cousin lives. 

3. Marta has .... fan in ... . hand. 

4. Have you found .... knife ? 

5. Is this . . . . ? 

6. We should respect .... parents. 
7 hat is larger than 

8. The girls have .... slippers. 

9. The boys cannot find 

THE OBJECTIVE CASE 

279 . Head these sentences : — 

1. Mother loves me. 

2. She is always kind to me. 

3. Who struck you ? 

4. Who gave you the ball ? 

GIBBS 1 ADV. ENG. 12 



178 ADVANCED ENGLISH 

In the first sentence, what kind of complement is 
the pronoun mef How is the pronoun me used in the 
second sentence ? Tell in what ways the pronoun you 
is used in the third and fourth sentences. In what 
case is a noun when used as an object complement, as 
the object of a preposition or as an indirect object ? 

(Review Section 222.) 
5. We saw him, but we did not give him anything. 
G. Ema is my sister. I taught her to read. I like to 
walk with her. 

7. This is my boat. Father made it. "We will ride 

in it. 

8. The soldiers are coming. I saw them. Mother, 

may I march with them? 

Which of the pronouns in these sentences are used 
as object complements ? Which are used as objects 
of prepositions? Which as indirect objects? 

The pronouns me, us, you, him, her, it and them are 
used in the Objective Case. 

280. Copy these sentences, writing in place of each 

blank a pronoun in tJie objective case: — 

1. That book belongs to ... . He sold .... to 

2. Pastor was not industrious. Teacher punished 

.... for his laziness by detaining .... after 
school to learn his lessons. 

3. These are heron's eggs. We bought .... for ten 

cents. M other will cook .... for ... . 



GRAMMAR AND COMPOSITION 179 

4. Where did you get your new shoes? Did the 

shoemaker make .... for ... .? How much 
did you pay for . . . .? 

5. My uncle invited .... to come to his house on 

Saturdaj". I thanked .... He is very kind 
to ... . He gives .... many presents. 

281. The arrangement of a pronoun so as to show- 
its person, number and case is called the Declension 
of the pronoun. 

Copy and learn the following declensions of the per- 
sonal pronouns : — 

PRONOUNS OF THE FIRST PERSON 





Singular 


Plural 


Nominative 


. I 


we 


Possessive. 


my or mine 


our or ours 


Objective. 


me 


us 



PRONOUNS OF THE SECOND PERSON 

Singular and Plural 
Nominative, your 
Possessive. your or yours 
Objective. you 

The following pronouns in the second person are 
used also in poetry, in sacred writings such as the 
Bible, and in books written many years ago : — 

Singular Number. — Nominative, thou; Possessive, 
thy or thine ; Objective, thee. 



180 ADVANCED ENGLISH 

Plural Number. — Nominative, ye; Possessive, your 
or yours ; Objective, you. 

PRONOUNS OF THE THIRD PERSON 

Singular Plural 

mas. fem. heu. mas., fem., and nku. 

Nominative, he she it they 

Possessive, his her or hers its their or theirs 

Objective. him her it them 

282. Copy these sentences, writing a personal pronoun 

in place of each hi auk. Tell the person, number and case 
of each pronoun that yon use : — 

1. Shall .... go with . . . .? 

2 shall be pleased to accompany .... 

3. Juana and .... will cany .... bonks for 

4. Did .... see Maria and . . . .? 

5. The girls were Lucia and .... 

6 sister gave .... a picture. 

7. Did .... buy a necklace for . . . .? 

8 soldiers were lighting for .... country. 

9 father asked .... to get some water for 

10 did not drink much of ... . 

11 did not see .... get the water. 

12 carried .... in a jar. 

13 invited Ester and .... to come to see 

14 told .... to buy a doll for .... cousin. 



GRAMMAR AND COMPOSITION 181 



Composition 

283. Write five sentences, with each of these verbs; 
after each verb using a pronoun as an attribute com- 
plement :— 

1. is 2. are 3. was 4. were 

That boy is he. I thought it was not he. 

284. Write the objective form of each of the personal 
pronouns, and write sentences, using these forms ; — 

1. As object complements. 

2. As objects of prepositions. 

3. As indirect objects. 

We saw them in the city. We gave the book to them. 

We gave them the book. 

285. Use each of the following forms of the possessive 
pronoun in a sentence '. — 

1. your 5. of yours 9. belonging to you 13. yours 

2. my 6. of mine 10. belonging to her 14. hers 

3. his 7. of his 11. belonging to him 15. his 

4. their 8. of theirs 12. belonging to them 16. theirs 

Your hat is large. 

That hat of yours is large. 

TJiis large hat belonging to you is torn. 

That large hat is yours. 

286. Make a detailed outline of the anecdotes told in 
Section 270. 



182 ADVANCED ENGLISH 

287. Reproduce the anecdotes from memory with the 
aid of your outline. 

288. Make similar outlines of two anecdotes that you 
have heard or have read. 

289. Write a story about some journey thai you Jiave 
made. Tell ; — 

1. Where you went. 2. When. 3. Who went with 
you. 4. What you did. 5. What you saw. 6. What 
was said. 

If you have never made a journey, tell about some 
journey that you would like to make. 

Tell t7ie person, number, gender and case of each per- 
sonal pronoun that you have used in your sentences. 

COMPOUND PERSONAL PRONOUNS 

290. The following pronouns are called Compound 
Personal Pronouns. What word is added to each to 
make it a compound ? 

First Person Second Person Third Person 

Singular, myself yourself, thyself himself, herself 

itself 
Plural. ourselves yourselves themselves 

These pronouns are used only in the nominative 
and objective cases, and they have the same form for 
both cases. 

Read the following sentences : — 



GRAMMAR AND COMPOSITION" 183 

1. I hurt m} T self. 



2. I myself will go. 

3. He is ashamed of himself. 



hurt | myself 



I {myself) I will go 



4. Now he himself is sick. 



In the first sentence, myself is the object comple- 
ment. It refers to the pronoun /, which is the sub- 
ject of the sentence. In the second sentence, myself 
is an appositive modifier of the pronoun I. It is used 
for emphasis, to make the statement stronger. 

(Review Section 236.) 

In the third sentence, how is himself used ? How 
is himself used in the fourth sentence ? 

Tell how tlve compound personal pronoun is used in 
each of the following sentences : — 

1. The boy drew a picture of himself. 

2. The woman killed herself. 

3. You must help yourself. 

4. "We could not help ourselves. 

5. He gave me a picture of himself. 

6. We saw the governor himself. 

7. The boys themselves did the work. 

8. We will do the work for ourselves. 

THE PRONOUN IT 

291. Head tlzese sentences: — 

1. That bird is a parrot. It is eating a nut. 

2. Mv hat is on the table. It is black. 



184 ADVANCED ENGLISH 

The pronoun it is used instead of any neuter noun. 
What are the antecedents of it in these sentences? 
What is the gender of these antecedents ? 

3. It is wrong to tell a lie. 

4. It is true that lost time is never found again. 

It (to tell a lie) I is \ wrong 
It (that lost time is never found again') I is \ true 

What is wrong ? What is true ? In the third 
sentence, the pronoun it represents a phrase ; in the 
fourth sentence, it represents a clause. The phrase 
and the clause are appositive modifiers of it. 

(Read again Section 236.) 

5. It is I. 7. Who is it ? It is he. 

6. It is she. 8. Was it you ? No, it was they. 

In these sentences, the pronoun it is used without 
reference to number or sex. It is used to represent 
the person or persons speaking, spoken to, or spoken 
of. In what case is each of the pronouns that follows 
the verb in these sentences ? What kind of comple- 
ment are they ? 

9. It is raining. It is blowing. 
10. It is hot and dry to-day. It is cold. 

In these sentences, it is used indefinitely. It refers 
to the general conditions of climate. 



GRAMMAR AND COMPOSITION 185 

292. Write each of these sentences on a diagram. 
Tell how the pronoun it is used in each sentence. 

1. It is good to be honest and true. 

2. It is cowardly to be unkind to animals. 

3. They said that it was I. 

-~4. It was not he who broke your pencil. 

5. It was she who did it. 

6. It is said that lazy boys become lazy men. 

7. It is right to love your country. 

8. It was father's wish that I should go. 

9. See how it is raining on the mountains. 
10. It is well known that sponges are animals. 

293. Parsing of Nouns and Pronouns 

When we tell the Class, Number, Person, Gender 
and Case of a noun or a pronoun, we parse the noun 
or pronoun. 

A pronoun should be of the same number, person and 
gender as its antecedent. 

ORAL PARSING 

We went to Taivi-Tawi, an island of the Sulu Archi- 
pelago. 

We is a personal pronoun, plural number, first person, masculine 
or feminine gender, and nominative case because it is the subject of the 
sentence. 

Tawi- Tawi is a proper noun, singular number, third person, neuter 
gender, and objective case because it is the object of the preposition to. 

Island is a common noun, singular number, third person, neuter 
gender, and objective case because it is an appositive modifier of Tawi- 
Tawi, which is in the objective case. (See Section 236.) 

Sulu Archipelago is a proper noun, singular number, third person, 
neuter gender, and objective case because it is the object of the preposi- 
tion of. 



186 



ADVANCED ENGLISH 



In the same way parse all the nouns and personal pro- 
nouns in the senteivces in Section 239. 

294. Parse the nouns in tJis sentences in Section 102. 
Give reasons for each statement. 

295. According to the following model, diagram each 

of these sentences and write the parsing of each noun and 
personal pronoun. 

1. My brother and his wife rode in your carromata. 



Diagram 



brother 



| My 
wife 



and', 



his 



rode 



in | carromata 
I your 



Written Parsing 



WOBD 


Class 


Person 


Number 


Gender 


Cask 


Use 


My 


Per. Pron. 


First 


Sing. 


Mas. or 
Fem. 


PCS, 


Mod. of 
brother 


brother 


Com. N. 


Third 


Sing. 


Mas. 


Nom. 


Subject 


his 


Per. Pron. 


Third 


Sing. 


Mas. 


Poss. 


Mod. of 

wife 


wife 


Com. N. 


Third 


Sing. 


Fem. 


Nom. 


Subject 


your 


Per. Pron. 


Second 


Sing, or 
Plu. 


Mas. or 

Fem. 


Poss. 


Mod. of 
carromata 


carromata 


Com. N. 


Third 


Sing. 


Neuter 


Obj. 


Obt. of in 



2. Leon went with his sister to San Francisco. 

3. Their father and mother did not go with them. 

4. Our teacher is very kind to us. 

5. Grammar teaches the forms and uses of words. 
0. The boys themselves built the schoolhouse. 



GRAMMAR AND COMPOSITION 187 

7. Rafael, you may get your book and read the story 

to us. 

8. Rice is the most important product of Java. 

9. It is a large and fertile island. 

10. The Javanese have feasts and holidays in honor of 
their goddess of the harvest. 



Composition 

296. Copy these sentences, ivriting a compound per- 
sonal pronoun in place of each blank : — 

1. I will go ... . He will not go ... . She will 

go ... . 

2. He told me .... He hurt .... I . . . . 

saw him. 

3. I walked by ... . He sat by ... . She stood 

by ... . They play by ... . The baby 
helped .... 

4. We want all the oranges for .... He wants 

them for ... . She wishes them for .... 

5. She bought .... a fan. He took a pencil for .... 

6. The ladies fanned .... They talked among .... 

7. The children enjoyed .... I enjoyed .... 

Marion enjoyed .... 

8. I wrote the composition .... We are going .... 

9. Did you do that . . . .? Did Juan . . . . say so? 
10. We .... heard it. You must help .... I 

will help .... You .... must come. 

297. Write five sentences, using the pronoun it in each 

of the following ways : — 

(Review Section 291.) 



188 ADVANCED ENGLISH 

1. Instead of five neuter nouns. 

2. To introduce the sentence : — 

It is difficult to be good. 

It is reported that the governor is dead. 

3. To represent a person or persons speaking, spoken 

to, or spoken of : — 

It m I. Who is it ? 

4. Indefinitely : — 

It is cold to dag. We had a hard time of it. 

298. Write a letter to a friend, telling about some 
party, school entertainment, or fiesta that you have at- 
tended. Tell : — 

1. When it was. What it celebrated. The persons 

with you. 

2. The most important events. What you saw, did, 

or said. 

Tell the personal pronouns that you have used in your 
letter. 

299. A Fable is a short story or anecdote, which is 
untrue in fact, but which was invented to amuse or 
to instruct. 

1. Copy this fable: — 

The Goose that laid the Golden Egg 

Once there was a man who had a goose that laid a 
golden egg every day in the year. 

So he thought there must be much gold inside of the 
goose. He killed her and cut her open, but he found 



GRAMMAR AND COMPOSITION 189 

her exactly like other geese. He wanted all the gold at 
once, and lost what he might have had. 

This fable teaches us that we should not be greedy, but 
should be contented with what we have. 

2. Write from memory one of these fables : — 

The Lion and the Mouse. 

The Ant and the Grasshopper. 

The Town Mouse and the Country Mouse. 

The Deer and the Crane. 

The Dog in the Manger. 

The Fox and the Grapes. 

The Arab and his Camel. 

INTERROGATIVE PRONOUNS 

300. The Interrogative Pronouns are who, what 
and which. 

An Interrogative Pronoun is a pronoun that is used to ask 
a question. 

Only the interrogative pronoun ivho changes its 
form to show the different cases : — 

Singular Plural 

Nominative, who who 

Possessive. whose whose 

Objective. whom whom 

The interrogative pronouns lohat and ivhich do not 
change their form to show case or number. 

1. The interrogative pronouns who, whose and 
whom are used only when asking questions about 
persons : — 



190 ADVANCED ENGLISH 

Who was Limahong ? 
Who are the Manguianes? 
Who is governor of your province? 
Whose book have you? 
Whose horse is that? 
With whom did you go ? 
Whom did you see? 
To whom did you give the mango? 

2. The interrogative pronoun what is used when 
asking about animals and things : — 

What have you in your hand? What is your %iame? 

3. The interrogative pronoun which is used when 
asking about some particular person or thing : — 

Which of these boohs is yours? Which is your box? 

301. Copy these sentences, writing an interrogative 
pronoun in place of each blanlc. Give a reason for the use 
of each pronoun. 

1 are Fijis? 

2 house was burned last night? 

3. With .... do you like to play? 

4 of your horses is sick? 

5 caused its sickness? 

6. From .... did he receive a letter? 

7 wrote the letter? 

8 letter is it? 

9 did you see this morning? 

10 saw the boys in the banca? 

11. With .... were the boys? 

12 banca had they? 

13 was paddling? 



GRAMMAR AND COMPOSITION 191 

14 of your brothers is the oldest? 

15 have you in your basket? 

16. To. . o . . will you give it? 

302. Read these sentences : — 

1. What is that? 

2. What hat is that? 

3. Which is your left hand? 

4. Which hand is your left hand? 

In the first sentence, ivhat is an interrogative pro- 
noun ; but in the second sentence, wlmt is an adjective, 
modifying hat, and used to ask a question. 

In the third sentence, ivhich is a pronoun ; but in 
the fourth sentence, it is an adjective, modifying hand, 
and used to ask a question. 

303. Tell whether ivhat or which is used as an inter- 
rogative pronoun or as an adjective in each of these sen- 
tences : — 

1. What did he say to you? 

2. What book are you reading? 

3. Which boy is your cousin? 

4. Which of these oranges do you choose ? 

5. What is the name of your street? 

6. On what street do you live ? 

7. From what town do you come ? 

8. Of what is your slate made ? 

9. What kind of fruit do you like best ? 

10. From which tree did you get the oranges ? 

11. Which is the largest town in your province ? 

12. Tell which of these words are adjectives. 



192 ADVANCED ENGLISH 

Composition 

304. Business Letters. 

A business letter should be brief and clear, and refer 
only to the main topic of the letter. 

In replying to a business letter, acknowledge its 
receipt, give its date and refer to its contents : — 

I have received your letter of July 23, stating that .... 
or referring to .... or in regard to .... or in which you 
state .... 

1 • Copy the following letters : — 

1. ORDER FOR GOODS 

27 San Roque St., Bacolod, 
Occidental Negros, P. I., 
June 15, 1909. 
J. P. Rogers & Co., 
100 Franklin St., 

Philadelphia, Pa., 
U.S.A. 
Gentlemen : — 

Inclosed you will find a post-office order for five dollars, 
for which please send me by mail one copy of each of the 
following books : — 

Milne's Elements of Arithmetic (Metric edition). 
Halleck's History of English Literature. 
Guerber's Story of the Thirteen Colonies. 
Carpenter's How the World is Fed. 

Respectfully yours, 

Camilo Pastrana. 



GRAMMAR AND COMPOSITION 193 



2. BUSINESS REPLY 



100 Franklin St., 

Philadelphia, Pa., 
Aug. 5, 1909. 



Mr. Camilo Pastrana, 

27 San Roque St., Bacolod, 
Occidental Negros, P.I. 



Dear Sir : — 

In accordance with your favor of June 15, last, we have 
this day forwarded to you by mail the following 
books : — 

1 Milne's Elements of Arithmetic (Metric edition). 
1 Halleck's History of English Literature. 
1 Guerber's Story of the Thirteen Colonies. 
1 Carpenter's How the World is Fed. 

We inclose a statement of the account, showing a 
small balance in your favor, which we will place to your 
credit. 

Thanking you for your order, and hoping that we may 
continue to serve you, we remain 

Respectfully yours, 

J. P. Rogers & Co. 
Per R. W. S. 

2. Rewrite the introduction and salutation of the first 
letter, arranging the heading and introduction in two 
other ways. 

3. Rewrite the conclusion of the second letter in three 
otlier ways. 

UIUBS' ADV. EXG. — ■ 13 



194 ADVANCED ENGLISH 

305. Write:— 

1. A letter to Smith, Bell & Co., Manila, P.I., request- 
ing them to send you the dates of sailings of steamers for 
Hongkong, and the price of tickets. Ask them how far 
ahead it will be necessary to engage a stateroom. 

2. A letter acknowledging a letter from Smith, Bell & 
Co., containing the above information, and also order- 
ing them to reserve for you a stateroom on the steamer 
sailing on a certain day. 

3. Write a letter to Squires, Bingham & Co., Manila, 
P. I., inclosing two pesos in a money order, and requesting 
them to send you certain supplies for your camera. Ask 
them to advise you when and how the supplies will be 
sent. 

4. Write the letter of Squires, Bingham & Co., ac- 
knowledging the receipt of your order, and stating that 
the supplies were shipped by mail. 

5. Write a letter to the Regal Shoe Company, 407 Sum- 
mer St., Boston, Mass., U.S.A., inclosing $3.50 in a 
money order, and requesting them to send you a pair of 
shoes, giving the measurement of your foot, and stating 
the kind of shoe wanted. 

6. Write the reply of the Regal Shoe Company, stat- 
ing that they have received your letter and that they are 
sending you the shoes by mail. 

7. Your father has rice, chickens and pigs to sell. 
Write to a friend in a large city, requesting him to 
inform you about the prices that these will bring where 
he lives. 

8. Mr. Leon Lopez wishes to sell his horse. You 
wish to buy a horse. Write to him, requesting him to 
inform you about the price, its size, age, color, etc. 
Inquire whether the horse is safe for a lady to ride. 



GRAMMAR AND COMPOSITION 195 

RELATIVE PRONOUNS 

(Review Section 1M.) 

306 . Bead these sentences ■ — 

1. Felipe knows the man who came. 

2. The boy with whom I walked to school is my cousin. 

3. We do not know the name of the man whose horse 

ran away. 

4. This is the house that Juan built. 

5. The house in which grandfather lives is made of 

stone. 

6. The boys forgot what the teacher had said. 

What is the clause in each of these sentences ? 
What is the pronoun in the first sentence ? In what 
clause is it ? What kind of clause ? What does the 
clause modify ? What is the antecedent of loho f 

In the first sentence the pronoun ivJw introduces 
the adjective clause and connects it with the word 
that it modifies, or its antecedent, man. 

In the second sentence, what clause modifies boy ? 
What pronoun introduces this clause and connects it 
with its antecedent ? 

In the third sentence, what clause is introduced by 
luhose, and what does this clause modify ? In each 
of the other sentences, what pronoun introduces the 
clause, and what is the antecedent of each pronoun ? 

In the sixth sentence, ivhat introduces a noun clause 
that is the object complement of forgot. 

These pronouns — idJio, ivhom, tohose, that, which, 



196 



ADVANCED ENGLISH 



ivhat — when used to connect clauses with an antece- 
dent, are called Relative Pronouns. 

A Relative Pronoun is a pronoun that relates to an antece- 
dent and connects clauses. 

307. Read the sentence in Section 135. Tell the rela- 
tive pronouns, the clause that each pronoun introduce*, 
and what each clause modifies. 

308. Write each of these sentences on a diagram. 
Parse each of the relative pronouns. 

1. This is the boy of whom I spoke. 

Parsing 

Whom is a relative pronoun, mascu- 
line gender, third person, singular num- 
ber to agree with its antecedent boy, and 
objective case because it is the ob- 
ject of the preposition of. It con- 
nects the adjective clause of whom I 
spoke with the word boy, which it 
modifies. 



This 


is \ boy 


I 


spoke 


the 







I of I whom ; 



2. I do not remember what he said. 



he I said | ivhat 



I I do remember \ 



Parsing 

What is a relative pronoun, 
neuter gender, third person, singu- 
lar or plural number to agree with 
its antecedent, which is some word 
spoken, and objective case be- 
cause it is the object of the verb 
said. It introduces the noun clause 
what he said. It is equivalent to 
that which. 



3. I like a boy who is manly. 

4. Here is the chair in which 1 sat. 



GRAMMAR AND COMPOSITION 197 

5. Birds and bats are the only animals that have 

wings. 

6. My brother lost the book that Ana gave him. 

7. A boy who is honest and industrious will succeed. 

8. We want men whom we can trust. 

9. He who will not work should not eat. 

10. Longfellow is the poet whom I like best. 

11. Grammar, which I am studying now, teaches the 

correct forms and uses of words. 

12. Please tell me what you learned in school to-day. 

13. Emilia, whose peso I found, lives in a house that is 

built of stone and wood. 

14. Elisa, from whom I received a letter this morning, 

is now in Tondo. 

15. It is an ill wind that does not blow some good to 

some one. 

Composition 
uses of relative pronouns 

309. The relative pronouns who, whose and whom 

are generally used when speaking of persons : — 

The Igorots who live in Benguet excel in the cultivation of 

rice. 
The man who labors honestly should be respected. 

The relative pronoun which should be used when 
speaking of animals and things, but not of persons : — 

The banca in which we are riding urns made in Bataan. 
The building in which are the offices of the governor is in 
the walled city. 



198 ADVANCED ENGLISH 

The relative pronoun that may be used in speaking 
either of persons or things. It is used also when 
the antecedent includes both persons and things. 

He spends all the money that he earns. 
The soldiers and arms that were captured are in the 
municipal building. 

The relative pronoun what is generally used to 
introduce a noun clause. It is the same as, or 
equivalent to, that ivhich, or the thing which. 

He received what he wanted. 

He received that which he wanted. 

Copy these sentences, writing a relative pronoun in 
each sentence. Give a reason for your choice of pronoun in 
each sentence. 

1. I know .... copra is. 

2. Copra, . . . '. is the dried meat of the cocoanut, is 

exported to America and Europe. 

3. Hemp, .... is a valuable product of Leyte, is used 

for making rope, cloth and paper. 

4. He .... does all he can does well. 

5. The horse on .... I rode could go no farther. 

6. Man is the only animal .... can talk. 

7. This is the rat .... ate the rice .... lay in the 

house .... Juan built. 

8. Tennyson, .... was a great poet, died in England 

in 1892. 

9. The Spanish galleons sailed between Manila 

and Mexico, often carried rich cargoes of silk. 
10. This is the history in ... . you will find an ac- 
count of the battles at Mariveles. 



GRAMMAR AND COMPOSITION 199 

11. It was neither Jose nor I . . . . made the noise. 

12. Ester could not find the gold watch .... her 

grandmother gave her. 

13. She would not tell .... she had learned. 

14. Do you see .... I have in my hand ? 

15. The governor, .... home is in Manila, has his 

offices in the Ayuntamiento. 

310. Combine the sentences in each of t7%e following 
groups into one sentence having a clause. Tell what rela- 
tive pronoun you use in each sentence. Analyze each sen- 
tence. 

1. Francisca has a gold pen. 

I gave it to her on her birthday. 

(Francisca has a gold pen tvhich I gave to her on her 
■) 



2. Elias will buy an umbrella for me. 
He is going to the city to-day. 

3. The island of Java is very fertile and populous. 
The island of Java belongs to Holland. 

4. Many fine hats are made in Baliuag in Bulacan. 
These hats are made of the leaves of the buri palm. 

5. This is the dear little girl. 

I gave the pretty box to her. 

6. Once there lived a very rich man. 
His name was King Midas. 

7. He had a beautiful daughter. 

He loved her more than his gold. 



200 ADVANCED ENGLISH 

8. The lady sings beautifully. 
You see the lady. 

9. The gentleman is very rich. 
His house was burned. 

311. Write the following sentences, combin injg as man y 
sentences as you can by using tlie relative pronouns who, 
which and that : — 

On the Fiji Islands 

Everywhere we go we see little farms. The3 r are cul- 
tivated by the natives. Many of the fields are in terraces. 
The terraces are irrigated from streams by pipes of 
bamboo. The people bring us delicious pineapples. They 
invite us into their houses. The houses are large and 
beautifully made. The ordinary house has only one 
room. An opening in the front of the room serves as a 
door. The opening is covered by a mat. The family and 
friends lie around on mats. The mats are spread on a 
layer of soft grass. 

USE OF INTERROGATIVE PRONOUNS 

312. Remember that who is in the nominative case, 
and whom in the objective case. 

Who is that? Whom did you see? Of whom did you 
speak ? 

Why is who or whom used in each of these sentences? 

Copy these sentences, writing who or whom in place of 
each blank:— 

1 will you invite? 

2 are these people ? 

3. To ... . did he give it ? 



GRAMMAR AND COMPOSITION 201 

4 lias my pen ? 

5. From .... did you get it ? 
6 are you going to see ? 

7. Did the man know .... to send ? 

8. Do you know .... to ask for ? 

9 do you think will be elected ? 

10 was elected ? 

11. Is he the person .... you thought would be 
elected ? 

12 do you expect to see ? » 

13. Do you know .... he is to marry ? 
1-1. Yes, .... do you think ? 

313. Write a letter to The Manila Times, Manila, P. I., 
inclosing ten pesos for subscription for the paper for one 
year. State ivhen tlie subscription is to begin and give the 
name of the person to whom it is to be sent- 

314. Copy this request for payment of an account ■ — 

26 Plaza Moraga, 
Manila, P. I., 
Mr. Vasco de Reyes, June 16, 1908. 

Balanga, 
Bataan, P.I. 

Dear Sir : — 

We inclose a statement of your account, amounting to 
P68.35. 

This amount has been due for some time, and we shall 
be greatly obliged if you will give it your prompt at- 
tention. „ J . 
Yours very truly, 

Gonzales & Co. 
per H. Alba, 

Secretary. 



202 ADVANCED ENGLISH 

Requests for the payment of bills should not be 
written on postal cards or on the outside of envelopes. 

315. Toinas Z. Roxas, Capiz, Capiz, P.I., has long 
owed you seventy pesos. 

Write him a letter, requesting immediate payment of 
all or a part of it, stating your need of the money. 

ADJECTIVE PRONOUNS 

316. Read these sentences : — 

1. This book is mine, that book is yours. 

2. This is my book, that is yours. 

3. One of the men carried a large basket. 

4. How much must I pay for this ? 

In the first sentence, what part of speech are this 
and that? What words do they modify? In the 
second sentence, instead of what noun are this and 
that used ? 

In the first sentence, this and that are adjectives, 
but in the second sentence, they are pronouns. Adjec- 
tives that may be used in this way as pronouns are 
called Adjective Pronouns. 

In the third sentence, one is an adjective pronoun. 
It is used instead of the noun man, which is omitted. 
What are the adjective pronouns in the fourth sen- 
tence ? 

An Adjective Pronoun is an adjective that is used as a 
pronoun. 



GRAMMAR AND COMPOSITION 



208 



Most adjective pronouns are limiting adjectives 
that do not modify any expressed noun. 

The words most commonly used as adjective pro- 



nouns are ; 


: — 








each 


those 


first 


any 


much 


either 


none 


last 


such 


more 


neither 


one 


half 


both 


several 


this 


other 


same 


enough 


each other 


these 


former 


all 


many 


one another 


that 


latter 


some 


most 


little 



The words this, that, these and those are often 
called Demonstrative Pronouns, because they are used 
to point out the persons or things to which they refer. 

(Review Section 25.) 

317 Tell the adjective pronouns in these sentences and 
how each pronoun is used in tl%e sentence : — 

1. Is this your handkerchief ? 

2. Have you had enough to eat ? 

3. Will you have some rice ? Yes, I thank you, I 

will have some. Give me only a little. I do not 
wish so much. That is enough, thank you. 

4. Do you like mangosteens ? Yes, but I do not 

wish any now. I ate one before breakfast. 

5. Will you have some eggs or some fish ? I will 

take some of each, please. 

6. All of the boys were late to school this morning. 

7. None of them knew his lesson in geography. 

8. Many had studied the wrong lesson. 

9. A few had not studied any lesson. 

10. Love one another, wrong no one, be kind to all. 



204 ADVANCED ENGLISH 

318. Parse each of the adjective pronouns in tlie sen- 
tences in Section 317 . 

Model 
Is this your handkerchief '? 

This is an adjective pronoun. It is in the neuter gen- 
der, third person, and singular number to agree with its 
antecedent handkerchief. It is in the nominative case, for 
it is the subject of the verb is. 

319. Copy these sentences, writing an adjective pronoun 
in place of each blank : — 

1 of my brothers is in America. 

2. On Christmas . . . . of us send him a present. 

3. He received .... of them. 

4. We found some honey in the forest. I ate .... 

Juan ate too .... We gave .... to Luis. 

5. I have a blue pencil and a red .... Which .... 

will you have ? .... contains a red lead 

is sharpened. You may .... of them if you wish. 

Composition 

320. Copy these sentences, using some, some one, some- 
body or something, in place of each blank : — 

1. Will you have .... rice ? No, thank you, I have 

2. What is the matter ? Is ... . injured ? 

3. Yes, a carromata ran over .... 

4. Leon is carrying .... in his hand. 

5. Hurry, Pedro, .... is calling us. 

Write ten sentences, using some, some one, somebody 
and something . 



GRAMMAR AND COMPOSITION 205 

321. Copy these sentences, using any, any one, any- 
body or anything, in place of each blank : — 

1. Have you any money ? No, I have not .... 

2. Has .... seen my fan ? 

3. The teacher said, " . . . . may come to the picnic 

and bring .... he wishes." 

4. Have you .... to sell to-day ? 

5. Does this book belong to ... . here ? 

Write ten other sentences, using any, any one, anybody 
and anything. 

322. Copy these sentences- writing no, no one, nobody 
or nothing in place of each blank: — 

1 was in the house saw the thief. 

He took .... valuable. He found .... money. 

2. When I arrived, .... was at home. There was 

.... to eat. .... knew where the family was. 

3. Marcos arrived in America with .... money. He 

had .... but his clothes. He knew .... took 
any notice of him. 

Compose sentences, using the above words. 

323. Fill the blanks in these sentences by using one of 
these ivords: — every, everyone, everybody and everything . 

1 in the house was destroyed and .... was 

killed. 

2 man in the village owns his house. 

3. Have a place for .... and .... put .... in its 

place. 

4 of the boys carried a flag. 

5 ran out into the street. 



206 ADVANCED ENGLISH 

324. Copy tliese sentences', writing one of tlie pronouns 
used in Sections 320, 321, 322 and 323 in place of each 
blank : — 

1 . . . . looked, but .... saw .... 
2. Did .... find .... on the floor ? 

3 sat down at the table, but there was .... 

to eat. 

4. Did .... see .... in my room .... has taken 

.... out of my box ? 

5. No took .... from your box. 

325 . Use each of tliese words in conversation : — 
no some any every 

no one some one any one every one 

nobody somebody anybody everybody 

nothing something anything everything 

326. Not any, no one and none. 

Write ten sentences, using these words. 
I haven't any money. Leon has none. No one here has 
any. 

327. Either, neither, each, all and both. 
Either refers to one of two persons or things. 
Neither refers to no one of the two persons or things 

mentioned. 

Each refers to all the persons or things taken sepa- 
rately. 

All refers to the whole number of persons or things. 

Both refers to two persons or things taken to- 
gether. 

Copy these sentences, writing one of the above pronouns 
in place of each blank : — 



GRAMMAR AND COMPOSITION 207 

1 must take his turn. 

2 may pass without a ticket. 

3 of the girls carried a fan, but .... the boys 

carried flags. 

4. I have two oranges, but you may have .... 

5. No, thank you, I will take .... 

6. Here come Manuel and Martin, .... of them will 

help you of the boys were tired, and 

.... would go. 

7. The man asked .... of the boys to go with him, 

but .... of them would go. 

328. For the purpose of emphasis words, phrases 
or clauses are often used out of their usual position. 
They are then in the transposed order. 

(Review Section 118.) 

1. The complement and the verb may be placed 
before the subject : — 

A changed country have we now. 

A mighty man is he. 

Very cordially did I greet you. 

A giant was he among men. 

The Filipino patriot is Jose Rizal. 

Change each of these sentences to the natural order. 

2. Write each of these sentences, changing them to the 
natural order ; — 

1. Most cautiously did he approach. 

2. More precious than gold is wisdom. 

3. Dark were the clouds, bright was the lightning and 

deafening was the thunder. 



208 ADVANCED ENGLISH 

4. Open wide stood the doors. 

5. Blood-red sank the sun and dimly shone the moon. 

3. Change these sentences to tJie transposed order by 
placing the adverb first ; — 

1. I never shall go. 

Never shall I go. 

2. The army approached rapidly and noisily. 

3. He spoke kindly to the beggar. 

4. The moon shines very brightly. 

5. The city was captured soon after. 

Write sentences in the transposed order, beginning icitli 
tJiese adverbs : — 

1. now 3. frequently 5. here 7. soon. 

2. never 4. yesterday 6. there 8. nowhere 

329. Copy these sentences, putting the phrases in their 
usual positions : — 

1. To Virginia in 1619 twenty slaves were brought. 

2. In the tree was a hornbill's nest. 

3. Up the hill came a crowd of children. 

4. Down from the clouds poured the rain. 

5. In purple and gold the king was dressed. 

6. On the throne like a statue he sat. 

Copy these sentences, writing the jdirase and the verb 
before the subject .■ — 

1. His only friend, his dog, watched by his side. 

2. The old man had been president for ten years. 

3. The Declaration of Independence of the United 

States was signed on July 4, 1770. 

4. The officer fell from his horse. 

5. A large cathedral stood at the end of the street. 



GRAMMAR AND COMPOSITION 209 

330. Copy these sentences, writing the adverbial clause 
first. Place a comma after each adverbial clause. 

1. A shower came while we were in school. 

While we were in school, a shower came. 

2. The Arabs wear turbans because the sun in Arabia 

is very hot. 

3. We shall be pleased to see you whenever you wish 

to come. 

4. We had a fever when we reached the mountains. 

5. You must go wherever duty calls. 

6. Fools rush in where angels fear to tread. 

7. The crops failed because there was little rain. 

8. We shall be glad to assist you, if you wish it. 

9. You must obey the laws even if you do not like 

them. 

Write ten sentences, containing adverbial clauses, 
placing the 'clauses first. 

REVIEW 

1. What is a pronoun ? What is the antecedent of a 

pronoun ? In what should a pronoun agree with its 
antecedent ? Into what classes are pronouns divided ? 

2. What is a personal pronoun ? Tell the personal pro- 

nouns. Write the declension of each of these pro- 
nouns, I, you. he, she and it. When is a pronoun in 
the nominative case ? Which of the personal pro- 
nouns may be used in the nominative case? When 
is a pronoun in the possessive case? Which of 
the personal pronouns may be used in the pos- 
sessive case ? When is a pronoun in the objective 
case ? Which of the personal pronouns may be used 
in the objective case ? Which of the personal pro- 
nouns may represent the person or persons speaking ? 

G nuts' adv. km;. — 14 



210 ADVANCED ENGLISH 

Which represent those spoken to ? Which persons 
or things spoken of ? 
Which of the personal pronouns are used only to 
represent the masculine gender ? Which only the 
feminine gender ? Which the neuter gender ? Which 
both masculine and feminine genders ? 

3. What is an interrogative pronoun ? Write the inter- 

rogative pronouns. Tell when each should be used. 
Write sentences, showing how each should be used. 

4. What is a relative pronoun? In what two ways is a 

relative pronoun used? Write the relative pro- 
nouns. Write sentences, showing how each relative 
pronoun is used. What kinds of clauses do relative 
pronouns connect? Which of the relative pronouns 
is used to introduce a noun clause? 

5. What is an adjective pronoun? Write the most im- 

portant words used as adjective pronouns. Write 
sentences, using these words first as adjectives and 
then as pronouns : any, much, more, all, enough, one, 
each, these, this, that, those. 

6. Write a letter to a friend, describing the celebration in 

your school or your town of Rizal Day, telling 
(1) where the celebration was, (2) what was done, 
(3) who took part, (4) the music and the parade, 
flags, lights, (5) what you and your friends did. 
Parse each pronoun used in your letter. 

THE VERB 

331. A Verb is a word used to state, ask. request or 
command something: — 

The eagle flies. Its nest is made of sticks. It has sharp 
Wliat does it catch? It catches birds and animals. 

(Review Section 31.) 



GRAMMAR AND COMPOSITION 211 

Principal and Auxiliary Verbs 
332. Bead these sentences: — 

1. The boy rides on a horse. 

2. The boy will ride on his horse. 

3. The boy can ride on his horse. 

4. The boy might ride on his horse. 

5. The boy should ride on his horse. 

What verb is used in all these sentences ? Do the 
sentences express the same thought ? What words 
in the sentences are changed so as to express the 
different thoughts ? 

In these sentences, ride is the main or the Principal 
Verb. It expresses the action. 

The words will, can, might and should are used with 
the principal verb ride to help it to express the differ- 
ent meanings. They are called Auxiliary Verbs. The 
word auxiliary means helping. 

An Auxiliary Verb is a verb used to help another verb 
express its meaning. 

6. I wrote my lesson. 

7. I shall write my lesson. 

8. I might have written my lesson. 

In these sentences, what is the principal verb ? 
What verbs are used as auxiliaries ? 

Shall and will are used to express future time or 
determination : — 



212 ADVANCED ENGLISH 

Future time — We shall go to school to-morrow. 

They will learn their lessons on Monday. 
Determination — /will not go to school to-day. 
He shall work or starve. 

May and might are used to express permission or 
'possibility : — 

Permission — Ana may go with you. Teacher, please 

may I go, too? Yes. you may go. 
Possibility — We may go to-morrow if it dors not ruin. 

We might have gone yesterday. 

Can and could are used to express power or ability : — 
/can lift two hundred kilos. 
Martin could not jump over the brook. 
Vicente could have jumped over it. 

Must is used to express necessity : ■ — ■ 

We must work if we wish to eat. 
The people must obey the laws. 
We must eat that we may live. 

Should is used to express obligation or duty: — 

Children should obey their parents. 

We should be industrious. 

The people should respect and obey their rulers. 

You should learn your lessons well. 

Would is used to express willingness or determina- 
tion : — 

I would, go with you if I could. 

Luisa would not speak to me. 

The people would not be quiet. 

The balky horse would not pull the cart. 



GRAMMAR AND COMPOSITION 213 

333. The words used as auxiliary verbs are : — 

dj), does, did; have, has, had; am, be, was, were; shall, 
should; will, would; may, might; can, could; must. 
Write sentences, using these words as auxiliary verbs. 

334. Read a page in your history or in your reader. 
Tell the auxiliary verbs. 

Tense 

335. Read these sentences : — 

1. I write now. 

2. I wrote yesterday. 

3. I shall write to-morrow. 

What is the verb in each sentence ? These verbs 
express the same action as taking place at different 
times. Write exrjresses action at the present time, 
wrote expresses past time, and shall lorite expresses 
future time. This change in the form of a verb to 
show the time of the action is called Tense. The 
word tense means time. 

Tense is a change in the form of a verb to show the 
time of action. 

THE SIMPLE TENSES 

336. A verb is in the Present Tense when it expresses 
action in the present time. 

We sing. We are singing. We do sing. The boy 
walks. Re is walking now. He does walk. I read. 1 
am reading now. They are reading. 

In these sentences, what words are used as auxiliary 
verbs ? 



214 



A 1 ) V A NC E I ) E X G L rSH 



Are, do, con, is and does are used as auxiliary verbs 
in the present tense. 

Write sentences, using these verbs to express action in 
tlie present time: — 

1. write 4. plow 7. is plowing 10. are going 

2. look 5. make 8. are making 11. is looking 

3. swim 6. hear 9. am writing 12. am making 

337. A verb is in the Past Tense when it expresses action 
as taking place in some past time: — 

We sang. We did sing yesterday. 

TJie boy walked. He did walk last week. 

TJie man was here. He was talking to me. 

The boys were in school yesterday. Tliey were studying 

their lesson. 



What are the principal verbs and the au: 
verbs in these sentences ? 

Did, ivas and ivere are used as auxiliary verbs in 
the past tense. 

Write sentences, using these verbs to express action in 
the past time: — 



1. 

2. 
3. 
4. 


saw 5. 
did see 6. 
was seen 7. 
were seen 8. 


went 
found 
heard 
made 


9. was making 

10. did write 

11. was writing 

12. were writing 


13. told 

14. spoke 

15. asked 
10. gave 




338. A verb is 


in the 


Future Tense when 


it expresses 



action to be done in some future time : — 

We shall sing tomorrow. We shall be singing to-morrow. 
The boys will fly their kites in the morning. 
The rice will be gathered in November. 



GRAMMAR AND COMPOSITION 



215 



What are the auxiliary verbs used in these sen- 
tences ? 

Shall and ivill are used as auxiliary verbs in the 
future tense. 

Write sentences, using these verbs to express future 
actions. 

1. shall make 4. will tell 7. shall walk 

2. shall write 5. will go 8. will catch 

3. shall find 6. shall wash 9. will get 

339. Copy and study the following verbs in tlie differ- 
ent 



:sent Tense 


Past Tense 


Future Tense 


I sing. 


I sang. 


I shall sing. 


I hear. 


I heard. 


I shall hear. 


I draw. 


1 drew. 


I shall draw. 


I see. 


I saw. 


I shall see. 


We know. 


We knew. 


We shall know. 


We run. 


We ran. 


We shall run. 


We have. 


We had. 


We shall have. 


We are. 


We were. 


We shall be. 


He is. 


He was. 


He will be. 


I am. 


I was. 


I shall be. 


You speak. 


You spoke. 


You will speak. 


You ride. 


You rode. 


You will ride. 


She goes. 


She went. 


She will go. 


It flies. 


It flew. 


It will fly. 


They walk. 


They walked. 


They will walk. 


They eat. 


They ate. 


They will eat. 



The Present Tense, the Past Tense and the Future 
Tense are called the Simple Tenses. 



216 ADVANCED ENGLISH 

340. Tell tlie tense of each of the verbs in these sen- 
tences : — 

1. Industry will bring success. 

2. Maguay grows in many provinces. 

3. This plant was brought from Mexico. 

4. It produces a strong fiber like abaca. 

5. The cultivation of maguay will become a profitable 

industry. 

6. Sugar and salt dissolve in water. 

7. Sulphur will not dissolve in water. It is insoluble. 

8. Sugar cane grows rapidly. We shall cultivate it 

more extensively. 

9. The farmers have no machines for threshing rice. 
10. Abaca grows best on damp hillsides, where the soil 

is deep and fertile. 

341. Change each of these sentences, first to express 
past time, and then to express future time. 

1. Flora writes in her book. 

Past tense: Flora wrote in her book this morning. 
Future tense: Flora icill write in her book to morroiv. 

2. My brother rides on his 6. We love our country. 

horse. 7. We eat rice. 

3. The man catches frogs. 8. The girl plays the piano. 

4. The woman sells fish. 9. I study grammar. 

5. The ground is wet. 10. He is writing letters. 

Composition 

342. Copy these sentences, irriti ng a verb in place of 
each blank. Tell tlie tense of each verb. 

Erasmo and Geronimo were studying in their Amer- 
ican history about William Penn. 



GRAMMAR AND COMPOSITION 217 

Erasmo said, " The books .... that William Penn .... 
a Quaker. What .... a Quaker ? " 

Geronimo .... , " The Quakers .... first called the 
Society of Friends. They . . . . in England, and .... a 
kind or sect of religious people. They .... big hats 
and very plain clothes." 

" Why did they .... to America ?".... Erasmo. 

" The other people persecuted them," said Ger6nimo. 
" They .... to go where they could worship God as 
they .... So they .... to America." 

" What did William Penn ....?".... Erasmo. 

Geronimo replied, " The king .... in debt to him. 
He took a large tract of land instead of the money. 
This land was .... Pennsylvania. It ... . now one 
of the United States. Pennsylvania became a home for 
the Quakers. Many live in this State to-day." 

Write a similar conversation between two persons about 
George Washington. Use all the verbs in the present and 
past tense. 

343. Use each of these verbs in a sentence: — 



Present 


stand 


helps 


go 


writes 


Past 


stood 


helped 


went 


wrote 


Future 


will stand 


shall help 


shall go 


shall write 


Present 


tell 


says 


hears 


feed 


Past 


told 


said 


heard 


fed 


Future 


will tell 


shall say 


shall hear 


will feed 



344. Copy the following paragraph, changing each 
verb to the past tense ; — 

A little child, as he sits on his mother's lap, holds a sea- 
shell to his ear. " Mamma, what is that I hear?" he asks. 
His mother tells him that when a little shell is lying on 



218 ADVANCED ENGLISH 

the beach, the waves rock it gently. It listens to their 
song and learns it well. Now the little shell still mur- 
murs the ocean's melody. The child puts the shell to his 
ear again and again. When he is weary of his play- 
things, he returns to the shell to listen to its music. 

345. Copy these sentences, cl tanging each verb to the 
past tense and making any other changes necessary. 

To-morrow will be the Fourth of July. We shall blow 
horns and make a big noise. We shall set a bamboo in 
the ground for a flagpole, and we shall put a large flag 
at the top of the pole. Then we shall dress like soldiers, 
carry wooden guns and swords and march around the flag. 
The boys will beat the drums and all will sing. 

Rewrite your sentences, changing the verbs from the 
past tense to the present tense. Make other changes if 
necessary. 

346. Write a composition on one of the following 
subjects : — 

1. The Puritans 

1. Who they were. Why they went to America. 

2. The voyage — the Mayflower, date, events. 

3. Landing and settlement — date, place, nature of the 

country, their houses. 

4. Their life — customs, the first Thanksgiving. 

2. The American Indians 

1. Who they are. Where they lived. Why so call ed. 

2. How they lived — the tribes, chiefs, warriors, how 

they moved, their hunting and fishing. 

3. Their homes — wigwams, houses. 

4. Clothing, size, strength, disposition. 



GRAMMAR AND COMPOSITION 219 

5. Wars with white man. 

6. Present condition — increasing in numbers, many 

are farmers, some are wealthy, their schools. 

Tell the verbs and the tense of each verb. 

THE PERFECT TENSES 

347 . Bead these sentences : — 

1. I write to-day. 

2. I have written three letters to-day. 

3. I wrote a composition yesterday. 

4. I had written the composition before the teacher 

asked for it. 

5. I shall write a composition to-morrow. 

6. When I shall have written my composition to- 

morrow, I shall go home. 

Which of the verbs in these sentences express ac- 
tion in the present time ? Which in past time ? 
Which in future time ? 

Have written expresses action as completed in the 
present time, had ivritten expresses action as com- 
pleted in past time, and shall have ivritten expresses 
an action as completed in some future time. These 
forms of the verb, expressing completed action, are in 
the Perfect Tenses. 

348. A verb is in the Present Perfect Tense when it ex- 
presses action as completed in the present : — 

/ have been to Manila. 

We have ridden on the railroad. 



220 ADVANCED ENGLISH 

They have gone to the mountains. 
The people have gathered the rice. 
The carabao has eaten the grass. 
The farmer has plowed t lie field. 
He has sown the rice. 

What is the principal verb and the auxiliary verb 
in each of these sentences ? 

The auxiliary verbs has and have are always used 
with the principal verb to form the present perfect 
tense. 

Write sentences, using these verbs to express action as 
completed in the present: — 



1. have seen 


4. have read 


7. has bought 


2. have told 


5. have written 


8. has gone 


3. have found 


6. has sold 


9. has learned 



349. A verb is in the Past Perfect Tense when it expresses 
action completed in the past: — 

Before I had written my sentences, the bell rang. 

The train had gone tvhen we reached the station. 

The man had caught many fishes in his net. 

The boy had lost his pocket knife. 

Marta had made a new dress for her doll. 

Her mother had given the doll to Tier. 

The storm had passed. The wind had been very strong. 
It had blown the roofs from many of the houses. Tin- 
river had overflowed its banks, and had destroyed much 
rice and sugar cane. 

What is the principal verb and the auxiliary verb 
in each of these sentences? 



GRAMMAR AND COMPOSITION 221 

The auxiliary verb had is always used with the 
principal verb to form the past perfect tense. 

Write senterices> using these verbs to express action as 
completed in past time: — 

1. had told 4. had brought 7. had sewed 

2. had gone 5. had walked 8. had made 

3. had found 6. had worked 9. had read 

350. A verb is in the Future Perfect Tense when it ex- 
presses action as completed at some future time : — 

After Tomds will have studied three years, in America, 

lie will return to this country. 
/shall have visited many friends before I return. 
In December it will have been three months since I loas 

at home. 
Before to-morrow night Ramona will have received my 

letter. 
By six o'clock the boys will have finished the ball game 

and we shall knoiv who icon. 

What is the principal verb and the auxiliary verb 
in each of these sentences ? 

The auxiliary verbs shall have and ivill have are 
used with the principal verb to form the future per- 
fect tense. 

351. Copy and learn the following sentences, expressed 
in the different tenses: — 

Present. We sing. They see. 

Past. We sang. They saw. 

Future. We shall sing. They will see. 



ADVANCED ENGLISH 



Present perfect. 
Past perfect. 
Future perfect. 

Present. 
Past. 
Future. 

Present perfect. 
Past perfect. 
Future perfect. 



We have sung. 
We had sung. 
We shall have 

sung. 
Lucas loves. 
Lucas loved. 
Lucas will love. 
Lucas has loved. 
Lucas had loved. 
Lucas will have 

loved. 



They have seen. 
They had seen. 
They will have seen. 

Ana and I run. 
Ana and I ran. 
Ana and I shall run. 
Ana and I have run. 
Ana and I had run. 
Ana and I shall have 
run. 



352. ,1s in Section 351, write each of these sentences 
in the different tenses : — 

1. I love. 2. We hear. 3. Juana sang a soul;'. 
4. The boys play. 5. The boy laughs. 

353. Tell the tense of each of tlie verbs in these sen- 
tences : — 

1. Goar rides to school in his banca. He was sick on 

Wednesday. He says that he will come to school 
on Monday. 

2. I have written to my father. We received a letter 

from him. He was in Vigan. He had been 
there three days. He will go to Laoag next week. 

3. We have been in Japan. We have ridden in the 

jinrikishas. We have seen Fujiyama, the beauti- 
ful mountain of Japan. 

4. The Chinese had a great teacher. His name was 

Confucius. He lived several thousand years ago. 
During all these years the Chinese have learned 
his sayings. He was a wise and great man. He 
taught the Chinese to be honest and just. 



GRAMMAR AND COMPOSITION 223 

5. Next year we shall go to India. We shall visit 
Calcutta and Bombay. After we shall have seen 
these cities, we shall visit the Taj Mahal, which 
is the most beautiful building in the world. 

Composition 

354. Copy these groups of sentences, writing a verb 
in place of each blank. Then rewrite each group, chang- 
ing the tense of the verbs : — 

1. The rice .... and .... into stacks. After it 
. . . . , the palay will be sold. We cannot eat the palay 
until after it ... . 

2. After the sugar cane . . . . , .... it ... . to the 
crusher. After the sap .... by the crusher, it ... . 
into large vats. There it ... . and .... until it becomes 
a sirup or sugar. 

3. The boys .... ball. They .... to the school- 
house. The bell . . . . , but they .... their rooms. 

355. Copy this paragraph, changing the present per- 
fect tense of the verbs to the past perfect tense:— 

In our histories we have read of many strange punish- 
ments used in early days. We have learned how scolding 
women have been tied to chairs and have been dipped 
under water, and how wrongdoers have been placed in 
stocks ; how men who had beaten their wives have been 
tied to posts and whipped, and many persons who had 
stolen have been hanged. 

356. Copy these paragraphs, changing the time from 
the future perfect to the future : — 

Before the first of January, the farmers will have 
finished harvesting the rice. Many will have threshed 



1>24 ADVANCED ENGLISH 

it. In many places nearly all the rice will have been 
eaten. 

Before the end of the year we shall have studied 
American history. We shall have written many composi- 
tions. The study of geography will have been finished, 
and we shall have learned much about English grammar. 

Rewrite the paragraphs, changing the time to pus/ 
time. 

357. May and Can. 

(Review Section 332.) 

May is used as an auxiliary to express permission : — 
May I go home? Yes, yon may//". 

May is used also to express possibility : — 

It may raiyi. I am not sure, but /may go. 

Can is used to express power : — 
/can lift a hundred pounds. 

Can should not be used instead of may in asking 
or giving permission. 

Might and could are used like may and can. 

Copy these sentences, writing may or can, might or 
could, in place of each blank: — 

1. Father, .... Gil and I go fishing to-day? 

2. No. You .... not go to-day, but you . . . .go 

on Tuesday. 

3. You .... go to the concert, but I think you .... 

not get a seat. 

4. Please .... I have some more lemonade ? 



GRAMMAR AND COMPOSITION 225 

5. Mother says that I . . . . have a party on Saturday 

and that I . . . . invite my friends. 

6. Do you think you .... come ? 

7. Leon .... not solve the problem yesterday, but he 

says that he ... . solve it to-day. 

8. The pupils asked whether they .... have a holiday. 

Shall and Will 

358 . Read these sentences : — 

First Person Second and Third Persons 

I shall go. You will go. 

We shall go. He will go. 

I shall have gone. Will he go ? 

We shall have gone. She will go. 

Shall I' go? It will go. 

Shall we go ? The man will go. 

I shall write a letter. Will you write ? 

We shall see you soon. You will see us soon. 

Shall we come in ? They will come in. 

In what tenses are the verbs in these sentences ? 
What auxiliary verbs are nsed ? With what pro- 
nouns is shall used ? In what person are these pro- 
nouns ? With what pronouns and nouns is ivill used ? 
In what persons are these nouns and pronouns ? 
The verbs in these sentences express only future 
time. We shall go simply expresses our expectation 
to go at some future time. 

Use shall with subjects of the first person to express 
simply future time or expectation. 

Use will with subjects of the second and third person to 
express simply future action or expectation. 



226 ADVANCED ENGLISH 

1. I will help you. 

2. We will try to do right. 

3. I will go without your permission. 

4. We will go to the governor and tell him of this 

wrong. 

In the first and the second of these sentences, loill 
is used to express a promise as well as to express 
future time. In the third and the fourth sentence, 
id ill expresses determination. 

In what person are the subjects of these sentences? 

Use will with subjects of the first person to express de- 
termination or a promise. 

5. You shall go with me. 

6. Lucio is a bad boy and he shall be punished. 

7. The people shall obey the laws of their country. 

8. I am determined that you shall work, and obey me. 

In the fifth sentence, shall expresses necessity. It 
shows that the speaker has the power to make some 
person go. In the sixth sentence, shall is used to 
express the authority of the speaker and his deter- 
mination to punish Lucio. Shall in the seventh sen- 
tence also expresses authority and determination on 
the part of the speaker and necessity on the part of 
the subject. 

Use shall with subjects of the second and third persons 
to express authority and determination on the part of the 
speaker and necessity on the part of the subject. 

Should and luould are used in the same ways and 
follow the same rules as shall and will. 



GRAMMAR AND COMPOSITION 227 

359. Tell why shall or will is used in each of these 

sentences : — 

1. Mother, I will get the water for you. 

2. Thank you. I am sick to-day. I shall be better 

to-morrow. 

3. When I shall be twelve years old, then you will be 

twenty-five. 

4. Paterno said, " I will meet you at the church at four 

o'clock." 

5. We shall go to the fiesta. Hermas's father says 

that Hernias shall not go. 

6. I do not like Felix. I will never speak to him 

again. He shall never come to my house. 

7. Flavio and his brother said, " We will not go to 

school to-day "; but their mother said, " You shall 
go, or I will punish you." 

360. Copy these sentences, writing shall or will in 
place of each blank : — 

1 you dine with me to-morrow? Yes, I . . . . 

be pleased to do so. 

2. My father .... not be at home to-night, but my 

mother .... be glad to see you. 

3. To-morrow we .... have a holiday you 

play ball with us ? No, I . . . . not. My father 
is going to the forest. I .... go with him. 

4. We .... never play with him again. We .... 

not be seen with such a lazy boy. 

5. Our teacher said, " You .... remain after school." 

6. Help me, or I .... be drowned. 

7. When .... I see you again ? 

8 he help you carry the basket ? 

9. To-morrow .... be Sunday. We .... all go to 



228 ADVANCED ENGLISH 

the church. Early in the morning the bells .... 
ring. The people .... put on their best clothes. 
Some .... walk to the church, and others .... 
ride in carriages and carromatas. They .... 
listen to the good words of the pastor. 

361. Write in a paragraph sentences telling what you 
did yesterday. 

In what tense should most of the verbs be ? 

362. Write a paragraph telling what you will do 
to-morrow. 

In what tense should most of the verbs be ? 

363. Write a paragraph telling what you have done 

In-day. 

In what tense should most of the verbs be ? 

364. Write a paragraph telling what you will //are 
si ii died or will have done in school when yon are 
graduated. 

What tense will you use for most of the verbs? 
Why? 

365. Wriie <i short composition about Tin- Moro , 
Pirates. Tell: — 

1. Where they lived. Why called Moros. 

2. About their homes — praos — weapons — government. 

3. How they sailed in fleets — captured towns — made 

prisoners. 

4. How the Spanish fought them. How they were 

finally conquered. 

5. About the Moros at the present time. 

Write each verb in your sentences in the jiasf or past 
perfect tense. 



GRAMMAR AND COMPOSITION 229 

Person and Number of Verbs 

366. Read these sentences: — 

Present Tense 
I walk. He walks. 

We walk. She walks. 

You walk. It walks. 

They walk. The girl walks. 

The girls walk. The man walks. 

What is the number and the person of the sub- 
jects in the first column ? In the second column ? 
How does the verb in the second column differ 
from the verb in the first column ? 

Verbs in the present tense, having subjects in the third 
person and singular number, end in s. 

He walks, rides, studies, sings and plays. 
She laughs, setvs, reads, writes and works. 
The bird flies, sings, eats, swims and sleeps. 

367. Write sentences, using each of these verbs with 
subjects in the third person and singular number : — 

1. grow {The cocoanut palm groivs very tall.) 

2. flow 6. run 10. sit 14. float 18. burn 

3. pound 7. throw 11. lay 15. call 19. blow 

4. sew 8. love 12. give 16. take 20. shake 

5. roll 9. plant 13. learn 17. buy 21. swim 

368. To some verbs es is added when the subject 
is in the third person, singular number. 



230 ADVANCED ENGLISH 

Add es to each of these verbs, mid then use I he verb in 
a sentence with a subject in the third person, singular 
number:— 

wash {The girl washes the clothes.) 

march go kiss miss teach vex 

catch do hiss fish reach wish 

Verbs ending in 55, sh, ch, and x add es in the third per- 
san, singular number. Some verbs ending in also add es. 

369. Some verbs ending in y preceded by a con- 
sonant, change the y to i and add es when the sub- 
ject is in the third person singular: try, tries; fly, 
//ies. 

Change y to i and add es to each of these verbs, and 
then use it in a sentence: — 

copy {The boy copies the sentences.) 

occupy reply try cry notify 

supply spy study dry apply 

multiply fly defy deny pry 

Why should we not change the y to i and add es 
with these verbs : stay, play smd ]jay? 

370. Read these sentences : — 

Present Perfect Tense 

I have walked. He has walked. 

We have walked. She lias walked. 

You have walked. It has walked. 

They have walked. The boy has walked. 

The boys have walked. The man lias walked. 



GRAMMAR AND COMPOSITION 231 

In the first column, what is the number and the 
person of each subject ? What verb and auxiliary are 
used with each subject ? 

In the second column, what is the person and the 
number of each subject ? What auxiliary and verb are 
used with each subject ? How does the auxiliary in 
the second column differ from that in the first 
column ? 

In the present perfect tense the auxiliary verb has is 
used with subjects of the singular number and third person. 

371. Copy tlwse sentences having verbs in the present 
and the present perfect tenses and subjects in the first, 
second and third persons : — 

1. The verb be. 

Present Tense 
singular number plural number 

First person. lam. We are. 

Second person. You are. You are. 

Third person. He, she, or it is. They are. 

Present Perfect Tense 
First person. I have been. We have been. 

Second person. You have been. You have been. 

Third person. He, she, or it has been. They have been. 

2. The verb write. 

Present Tense 

First person. I write. We write. 

Second person. You write. You write. 

Third person. He writes. They write. 



232 ADVANCED ENGLISH 

Present Perfect Tense 
First person. I have written. We have written. 

Second person. You have written. You have written. 
Third person. He has written. They have written. 

In these sentences with what person and number 
is am used? Is? With what persons and numbers is 
are used ? With what person and number is has used ? 
How is the verb write changed to show the person 
and number of its subject ? 

These changes in the form of a verb to agree with 
the person and number of its subject show the Person 
and Number of the verb. 

A verb should have the same number and person as its 
subject. 

372. As in Section 371, use these verbs in the j>resent 
and jjresent perfect tenses, singular and plural numbers, 

and the three persons : — 

love teach hear study 

Composition 

373. When a verb has two or more subjects con- 
nected by and, the verb should have the plural 
form : — 

Juan and I have horses. 

The boy and the girl are cousin*. 

The bamboo and the rife are very useful plants. 

Father and mother are going away. 



GRAMMAR AND COMPOSITION 233 

When a verb has two or more singular subjects 
connected by or, by neither — nor, or by either — or, 
the verb agrees with the subject nearest it : — 

My sister or my brother is at home. 

Either Jonas or Leon has done this. 

Neither Juan nor I am going. 

Neither the children nor the mother was at home. 

Copy each of these sentences, writing in place of each 
blank a verb which agrees with its subject in number and 
person : — 

1. Cocoanut palms .... near the shores of the 

islands. 

2. A cocoanut palm .... very tall. 

3. My father .... a grove of cocoa palms. 

4. He .... sold many tons of copra. 

5. Copra .... made from the meat of the cocoanut. 

6. My sister .... not like the milk of the cocoanut. 

7. She .... the cocoa wine, which father .... from 

sap of the palm. 

8. Lorenzo, when .... you in the city ? 

9. One of my pens .... lost. 

10. There .... a parrot in the tree. 

11. There .... five boys in my class. 

12. My oldest brother .... been sick. 

13. Each of my brothers .... a gold watch. 

14. The name of these islands .... Hawaiian Islands. 

15. Each of the vowels .... several sounds. 

16. What sounds .... each vowel ? 

17. How many pesos .... she ? 

18. There .... my sister. 

19. A black and white horse .... sold to-day. 



234 ADVANCED ENGLISH 

20. A black horse and a white horse .... sold to-day. 

21. Neither the letters nor the postal card .... received. 

22. Either the postmaster or the letter carrier .... lost 

them. 

23. This class of words .... called verbs. 

374. Copy these paragraphs, changing the pronoun I 
to the pronoun we. 

Tell what other elianges you make. Why ? 

There were six young colts in the meadow besides me ; 
they were older than I was ; some were nearly as large as 
grown-up horses. I used to run about with them, and 
have great fun ; we used to gallop all together round and 
round the field as hard as we could go. Sometimes we 
had rather rough play, for they would frequently bite and 
kick as well as gallop. 

I was now beginning to grow handsome ; my coat had 
become fine and soft, and was a bright black. I had one 
white foot, and a pretty white star on my forehead. I 
was thought very handsome. My master would not sell 
me until I was four years old ; he said lads ought not to 
work like horses till they were quite grown up. 

— From Black Beauty. 

375. Copy t/ns paragraph, changing the subject from 
singular to plural, from " The kin<j " to " The kings." 

Tell what other changes you make in pronouns ami 
in verbs. Why? 

The king made just laws that his people might live 
more happily and freely. He dismissed all partial judges 
that no injustice might be done. He punished robbers 
very severely. He founded schools. He patiently heard 



GRAMMAR AND COMPOSITION 235 

complaints in his own court. His great desire was to do 
right to all his people and to leave them happier, wiser, 
and better than he found them. 

376. Story Telling. 
1. Read this story ; — 

A King and Three Kingdoms 

Many years ago, King Frederick of Prussia was travel- 
ing through his kingdom. He came to a pretty village, 
where he was to stay an hour or two. 

The people of the village were greatly pleased to have 
a visit from their king. They did many things to 
make his stay pleasant and agreeable. The school chil- 
dren sang songs of welcome and threw flowers in his 
pathway. 

The king visited the school and was pleased to see how 
well the children knew their lessons. After a time he 
said to the teacher that he would like to ask the children 
a few questions. 

On the table near by stood a large dish of oranges. 
The king took up one of the oranges, and said, " Children, 
to what kingdom does this belong ? " 

" To the vegetable kingdom," replied one of the little 
girls. 

" And to what kingdom does this belong ? " said he, as 
he took from his pocket a piece of gold money. 

" To the mineral kingdom," she answered, 

" And to what kingdom, then, do I belong, my 
child ? " he asked, thinking, of course, she would answer, 
"To the animal kingdom." 

The little girl did not know what answer to make. She 
feared it would not be right to say to a king that he be- 



236 ADVANCED ENGLISH 

longed to the animal kingdom. She was puzzled how to 
reply. 

" Well," said the good king, " can you not answer that 
question, my little lady ? " 

The kind words and gentle look gave the little girl 
courage to speak the thoughts that were in her mind. 
Looking up into his face, she replied, " To the kingdom 
of Heaven, sire." 

The king placed his hand upon her head. A tear stood 
in his eye, when he said, " God grant that I may be found 
worthy of that kingdom ! " 

About whom is this story ? When and where did 
the event take place ? How was the king received 
by the people and children ? At the school what did 
he do first ? Then what was his first question and 
the girl's reply ? The second question and the reply ? 
What did he finally do and say ? 

2. Tell the story from memory. 
(Review Section 139.) 

In telling a story : — 

1. Know beforehand what you want to tell. 

2. Begin by telling who the persons were, and where 

and when the events happened. 

3. Tell the events in the order in which they happened. 

4. Use simple language and short sentences. 

5. Make the story interesting. 

0. Leave out unnecessary details. 

7. Do not repeat. 

8. Stop when the main point of the story is told. 



GRAMMAR AND COMPOSITION 237 

3. Write the story from memory, using the follow- 
ing outline: — 

I. Introduction. 

1. The time. , 

2. Who the king was. 

3. Where he was traveling. 

4. Arrival at a village. 

II. Body of the story. 

1. His welcome by the people and children. 

2. His visit to the school. 

a. Observes how well the children know their 

lessons. 

b. Request to ask questions. 

3. The questions. About — 

a. The orange. 

(1) The question. 

(2) The reply. 

b. The piece of gold. 

(1) The question. 

(2) The reply. 

c. About himself. 

(1) The question. 

(2) The fear of the little girl. 

(3) His question. 

(4) His kind manner. 

(5) Her reply. 

III. Conclusion. 

1 . Wlrat the king did. 

2. His feelings. 

3. What he said. 



238 ADVANCED ENGLISH 

377. Write a detailed outline of this story; — 

Washington and the Corporal 

During the Revolutionary War in America, a corporal 
and a few soldiers were building a fort of logs. The 
soldiers were trying to lift a heavy log to the top of the 
wall. The corporal shouted, " Up it goes ! Now, up it 
goes ! " But the men could not raise the log. 

An officer who was not dressed in his uniform was 
riding by. He stopped and said to the corporal, " Why 
do you not help the men a little ? " 

The corporal stood up very proudly and said, " Sir, I 
am a corporal." 

"I beg your pardon, Mr. Corporal," said the stranger. 
He then dismounted, and helped the soldiers raise the log. 
Before mounting his horse again, lie said, " Mr. Corporal, 
when your men need more assistance, send for your 
commander-in-chief." The corporal was surprised and 
ashamed. The stranger was Washington. 

Reproduce the story from memory, using your outline. 

Regular and Irregular Verbs 

378. Read these sentences: — 

1. We walk. 3. They talk. 5. I sing. 
We walked. They talked. I sang. 

We have walked. They have talked. 1 have sung. 

2. He loves. 4. It flies. 6. I write. 
He loved. It flew. 1 wrote. 

He has loved. It has flown. I have written. 

Which of the verbs in these sentences are in the 
past tense ? Which are in the present perfect tense ? 



GRAMMAR AND COMPOSITION 



19 



Verbs like love, ivalk and talk, that end in d or ed 
in the past and perfect tenses, are called Regular 
Verbs. 

Verbs like fly, sing and wrote, that do not end in 
d or ed in the past and perfect tenses, are called 
Irregular Verbs. 

379. Copy and learn the tense forms of these regular 
verbs : — 



sent Tense 


Past Tense 


Present Perfect 
Tense 


Past Perfect 
Tense 


laugh 


laughed 


have laughed 


had laughed 


study- 


studied 


have studied 


had studied 


learn 


learned 


have learned 


had learned 


bake 


baked 


have baked 


had baked 



380. Copy and learn the tense forms of these irregular 



verbs: 



Present Tense 


Past Tense 


Present Perfect 
Tense 


Past Perfect 
Tense 


go 


went 


have gone 


had gone 


see 


saw 


have seen 


had seen 


bring 


brought 


have brought 


had brought 


eat 


ate 


have eaten 


had eaten 


ride 


rode 


have ridden 


had ridden 


break 


broke 


have broken 


had broken 


write 


wrote 


have written 


had written 



381. Write each of these sentences in all the tenses as 
in Section 351 : — 

1. I go away. 

I go away. I have gone away. 

I went away. Iliad gone away. 

I shall go away. I shall have gone away. 



240 ADVANCED ENGLISH 

2. The girl studies. 5. We see him. 

3. We eat mangoes. 6. They write letters. 

4. He rides on his horse. 7. She cooks rice. 

Principal Parts of Verbs 
382. Copy and learn tlie forms of these verbs: — 

Present Tense Past Tense Perfect Tenses 

go went have gone 

do did had done 

eat ate has eaten 

walk walked will have walked 

ride rode shall have ridden 

In the perfect tenses of these verbs, what words 
are the principal verbs? What auxiliaries are used? 

The words gone, done, eaten, ivalked and rhhlt n. 
which form the principal part of the verbs in the 
perfect tenses, are called the Past Participles of these 
verbs. 

The auxiliary verbs have, has and had, shall hare 
and will have are used with the past participle of 
a verb to form its perfect tenses. 

The simple form of the present tense of a verb, its 
jmst tense and its past participle are called the 
Principal Parts of the verb. 

The simple form of the present tense is the form 
used with the pronoun I; as, / go, / see, / write. 
The principal parts of a verb are important because 
from them all the other forms of the verb may be 
made. By knowing them, we are aided in using all 
forms of the verb correctly. 



GRAMMAR AND COMPOSITION 241 

383. Copy and learn the principal parts of these verbs : — 



Present 


Past 


Past Participle 


play 


played 


played 


wish 


wished 


wished 


guide 


guided 


guided 


love 


loved 


loved 


cry 


cried 


cried 


wait 


waited 


waited 



To which of these verbs is d added to the present 
to form the past tense and the perfect participle ? 
To which is ed added ? 

A Regular Verb is a verb that forms its past tense and 
past participle by adding d or ed to the simple form of the 
present tense. 

An Irregular Verb is a verb that does not form its past 
tense and past participle by adding d or ed to the simple 
form of the present tense : go, went, gone ; eat, ate, eaten ; 
see, saw, seen. 

384. Write the principal parts of tliese regular verbs : — 
work thank plow live 

look pull call wash 

Verbs ending in y change y to i before adding ed : 
erg, cried; try, tried. 

Write the principal parts of these verbs : — 
copy study deny notify multiply 

fly try apply reply defy 

(See Section 369.) 

385. Copy and learn the principal parts of these ir- 
regular verbs : — 

GIBBS 1 AIIV. KNii. — 10 



242 



ADVANCED ENGLISH 



Present 


Past 


Past 


Present 


Past 


Past 


Tense 


Tense 


Participle 


Tense 


Tense Participle 


am 


was 


been 


hold 


held 


held 


become 


became 


become 


keep 


kept 


kept 


begin 


began 


begun 


know 


knew 


known 


bite 


bit 


bitten 


lead 


led 


led 


blow 


blew 


blown 


leave 


left 


left 


catch 


caught 


caught 


meet 


met 


met 


come 


came 


come 


rejkl 


re>d 


reftd 


draw 


drew 


drawn 


rise 


rose 


risen 


drink 


drank 


drunk 


lay 


laid 


laid 


fall 


fell 


fallen 


lie 


lay 


lain 


feel 


felt 


felt 


sit 


sat 


sat 


fly 


flew 


flown 


set 


set 


set 


get 


got 


got 


speak 


spoke 


spoken 


give 


gave 


given 


steal 


stole 


stolen 


grind 


ground 


ground 


swim 


swam 


swum 




(For a complete list of irregular 


verbs, see 


Section 984.) 





386. Tell the person, number and tense of each revb in 
tliese sentences, and tvlietlier it is regular or irregular. 

1. Lucio called to see you. He has been gone about 
five minutes. 

Called is a regular verb, in the past tense, third person and singular 
number to agree with the subject Lticio. 

Has been gone is an irregular verb, in the past perfect tense, third 
person and singular number to agree with its subject He. 



I have studied my lesson in history. 

Our lesson in geography to-morrow will be about 

the countries of Europe. 
We have learned much about the United States. 
" Will you walk into my parlor ? " 
Said the spider to the fly. 



GRAMMAR AND COMPOSITION 243 

6. The man had driven away before we came. 

7. My book lies on the floor. Who laid it there ? 

8. The boy had swum across the river. 

9. In a few minutes I shall have finished this lesson. 

10. The sun sank behind the mountains and the 

moon rose slowly above the sea. 

11. The sun has set; the moon has risen; the world is 

still. 

12. We have seen the north star and the " dipper." 

Composition 

387. Copy these sentences, writing in place of each 
blank the proper form of the verb given in parenthesis. 
Give the principal parts of each verb. 

1. My father has .... (teach) me how to make a net. 

Example : — My father taught me how to make a net. 
Principal Parts: Present, teach; Past, 
taught; Past Participle, taught. 

2. Have you .... (have) your breakfast ? 

3. You have .... (eat) two bananas. 

4. The boy has .... (draw) a picture of himself. 

5. He has .... (throw) the picture on the floor. 

6. He has .... (break) his pencil. 

7. The merchant has .... (buy) many cavanes of rice. 

8. My cousin .... (sell) the rice to him. 

9. The cat has .... (catch) a rat. 

10. My sister has .... (give) her fan to me. 

11. The swallows have .... (fly) away. 

12. I . . . . (do) the work without any help. 

13. Some bad boy has .... (do) this mischief. 

14. The boy was .... (bite) by a cross dog. 



214 ADVANCED ENGLISH 

15. The leaves of the tree have .... (fall) to the 

ground. 

16. Last night I . . . . (pound) some palay. 

17. Have you .... (write) the letter ? 

18. Miguel .... (take) his books home yesterday. 

19. He will .... (bring) them back to school to- 

morrow. 

20. We have .... (find) a large beetle. 

21. The boys had .... (begin) to play. 

22. I . . . . (catch) the ball in my left hand, and .... 

(throw) it with my right hand. 

23. English is ... . (sjDeak) in all parts of the world. 

24. Some one has .... (take) my knife. 

25. We. . . . (drink) some water. After we had . . . . 

(drink) the water, we ate a rice cake. 
20. The boys .... (sing) "La Sampaguita." They 
had never .... (sing) it so well before. 

27. I saw the sun .... (rise) this moining. Soon 

after it had .... (rise) we started for the sea- 
shore. 

28. I . . . . (lay) your pen on your desk, but it does 

not .... (lie) there now. 

388. Copy these sentences, writing in -place <>f each 
blank the proper form of the verb given in parenthesis. 

1. I . . . . (be) studying grammar. It ... . (be) a 
useful study. 

Example : — J am studying grammar. 

ft is a. useful study. 

2. The composition .... (be) written and the problems 
in arithmetic .... (be) solved yesterday. 

3. My brother has .... (go) to the city. He ... . 
(go) yesterday. Mother will .... (go) to-morrow. 



GRAMMAR AND COMPOSITION 



245 



4. Have you .... (eat) your breakfast ? At what 
hour did you .... (eat) it ? 

5. Sixto has .... (break) his arm. How did he ... . 
(break) it ? He ... . (break) it by falling off his horse. 

6. Did you .... (do) this ? Tell me when you .... 
(do) it. Why have you not .... (do) it before ? 

7. The farmers have .... (begin) to thresh the rice. 
When did they .... (begin) ? They .... (begin) yester- 
day. 

8. Do you .... (know) this man ? How long have 

. (know) him for 



you .... (know) him ? I have 
rive years. 

9. I can .... (swim). I . . 
river yesterday. My brother has 
many times. 

10. Who .... (give) you the flowers ? My uncle 
.... (give) them to me. He has .... (give) me many 
things. 



(swim) across the 
. (swim) across it 



389. Letter Writing. 

1. Copy this letter: — 

42 Real St., 

Manila, P. I., 

Jan. 8, 1909. 
My dear Honoria, 

To-day I received by mail the beautiful handkerchief 
you sent to me. It must have cost you many hours of 
work. I fully appreciate your effort to please me and 
the kind thoughts you must have had of me when you 
made it. I shaUTkeep it as a remembrance. 

Your friend, 

Maxima Ramirez. 
Miss Honoria Yang-co. 



246 ADVANCED ENGLISH 

2. Write a letter, thanking a friend for the gift of 
a booh. 

3. You wish to give a watch to a friend as a birthday 
gift. Write a letter to him, to be sent with tlie watch, 
stating that you give it, and why. 

390. Write a story that you have heard your parents, 
or some older person, tell. 

First make the outline. Then write the story. Read 
the rules in Section 87 6. 

Tell the kind, and tense, of each verb used. 

391. Write a paragraph, using this topic sentence: — 
The banana is one of our most important fruits. 

392. Write a composition about The Post Office. Tell : — 
1. Where the post office is in your town. 2. Who is 

the postmaster and what he does. 3. When mails come 
and go; where they go. 4. How the mail is carried. 
5. What can go through the mail. 6. Cost of sending 
letters, papers, books, etc. 7. How a letter goes to 
Manila; to America; to Europe. 8. Value of post offices. 
9. Why postmasters and carriers should be careful and 
honest. 

Tell the principal parts of each verb used in your com 
position. 

Transitive and Intransitive Verbs 

393. Read tltese sentences: — 

1. The boy struck the desk. 

2. The girls helped Juanita. 

What action is expressed by the verb in each of 
these sentences? What was struck? Who was 
helped? How are the desk and Juanita used in the 



GRAMMAR AND COMPOSITION 247 

sentences ? The object complement desk names what 
received the action, or what was struck. The object 
complement Juanita tells who received the action 
named by the verb, or who was helped. 

The verbs struck and helped express actions that 
were received by some person or thing. They are 
called Transitive Verbs. Transitive means passing 
over. The action passes over from the subject or the 
actor to the object complement or the receiver of the 
action. A transitive verb may have an object com- 
plement. 

A Transitive Verb is a verb that expresses an action re- 
ceived by some person or thing : — 

Juan struck Martin. 

My mother wrote the letter. 

John Gutenberg invented the printing press. 

Some verbs do not have object complements. The 
action that they express is not received by any person 
or thing. They are called Intransitive Verbs. All 
verbs that are not transitive are intransitive. 

An Intransitive Verb is a verb that expresses an action 
not received by some person or thing : 

The baby sleeps. 
The sun shines. 
The whale is the largest animal. 

A verb may sometimes be transitive and sometimes 
intransitive : — 



248 ADVANCED ENGLISH 



Intransitive Transitive 

1. The pupils were singing. They were singing " My 

Country." 

2. The teacher spoke to me. She spoke English. 

3. We cannot see into the cave. We cannot see the cave. 

4. Father cannot hear well. Father cannot hear the 

music. 

5. I write with my left hand. I write my name. 



1. 

2. 
3. 


write 6. 
threw 7. 
saw 8. 


climbed 

broke 

took 


4. 
5. 


walked 9. 
was 10. 


bought 
have sold 



394. Bead the sentences in Sections 95, 201 and 207. 
Tell which of the verbs are transitive, which are intran- 
sitive. 

395. Write sentences, using these verbs. Tell whether 
the verb in each of the sentences is transitive or intransi- 
tive. 

11. may go 16. have read 

12. did make 17. will play 

13. has found 18. is shining 

14. were 19. has fallen 

15. have written 20. has eaten 

396. A few verbs are always transitive and a few 
are always intransitive. Of these lie, lay, sit and 
set are most often misused. 

Lie (lay, lying, lain) is intransitive. 
Lay ( laid, laying, laid) is transitive. 
Sit (sat, sitting, sat) is intransitive. 
Set (set, setting, set) is transitive. 

Lay, the past tense of the intransitive verb lie, 
means to rest, or at rest : — 

We lay on the ground to sleep. 
The book lay on the floor last night. 



GRAMMAR AND COMPOSITION 249 

Lay, the present tense of the transitive verb lay, 
means to place something : — 

The boy lays his hat on the floor. 
I lay the book on the table now. 

Set, a transitive verb, is nsed intransitively in these 
sentences : — ■ 

The sun has set (gone below the horizon). 

The moon is setting. 

We will set out on our journey at jive o'clock. 

Copy these sentences, writing in place of each blank 
the proper form of lie or lay : — 

1. At night we ... . down to rest. 

2. It is not best to .... on the floor. 

3. Leonardo .... his books on the table and then 

.... down on his bed. 
4 the slate where I tell you to .... it. 

5. Many mangoes .... on the ground. 

6. Marta, .... your pencil on your slate. 

7. The sick horse .... by the side of the road. It 

had .... there all night. 

8. This morning father .... in bed until nine 

o'clock. 

9. The boy has .... his wet umbrella on my paper. 
10 the stones in a row. 

11. Let the stone .... where it is. 

12. The stone .... in the middle of the road. 

Copy these sentences, luriting in place of each blank 
the proper form of sit or set : — 

1. I .... at my desk alone yesterday. 

2. The sun has behind the mountains. 



>50 ADVANCED ENGLISH 

3. Please .... still until I return. 

4. The old man was .... in a large chair. 

5. He had .... there all the morning. 

6. Please .... down and talk with me. 

7. Where did you .... the jar? 

8. I .... it under the house. 

9. The hen .... on her eggs. 

10. My cousin and I . . . . together. 

11. My sister .... the lamp on the table and then 

down by me. 

12. In which chair did she . . . . ? 

13. The children .... on the grass. 



Composition 

397. Write sentences, using each of tJiese verbs; first, 
as a transitive verb, and second, as an intransitive verb. 

eat 



He eats sugar on his rice. 
He is eating with a spoon. 



1. 


write 


4. 


elect 


7. break 


10. 


taste 


2. 


sing 


5. 


% 


8. turn 


11. 


run 


3. 


sew 


6. 


speak 


9. spread 


12. 


smell 



398. Copy the foil owing introduction to a story and 
complete the story : — 

The Birds, the Beasts and the Bat 

Once there was a great battle between the birds and 
the beasts. The Bat was afraid to fight on either side, 
lie waited to see who would win the battle. 



GRAMMAR AND COMPOSITION 251 

After many days lie thought that the beasts were going 
to win. So he went to the beasts, pretended to be their 
friend, and said, " I am a beast and a friend of the beasts, 
I want to fight on your side." 

(See Insular Third Reader, p. 107.) 

399. Write an account of a trip that you have taken to 
Manila or some other city. Use the following outline : — 

I. Introduction. 

1. Why, when, and with whom you went. 

2. Preparation for the trip. 

3. What you took with you. 

II. Body of the Narrative. 

1. On the way to the city. 

a. How you traveled. 

b. Length of the journey. 

c. Country and towns passed through. 

d. Incidents and observations on the way. 

2. In the city. 

a. Where you went. 

b. What you did, saw, or purchased. 

c. Persons whom you met. 

3. Return. 

a. Time of starting. 

b. How you traveled. 

c. Incidents of the way home. 

III. Conclv.sion. 

1. How you liked the trip. 

2. Its value or use to you. 



252 ADVANCED ENGLISH 

Voice of Transitive Verbs 

400. Read these sentences: — 

Leon hit the ball. The ball was hit by Leon. 

In the first sentence, Leon is the name of the actor, 
and ball is the name of the thing acted upon. It 
tells what was hit. Hit is a transitive verb. 

In the second sentence, the name of the thing acted 
upon, ball, is the subject. The name of the actor, 
Leon, is the object of the preposition by. The verb 
hit shows that the actor is the subject. The verb was 
hit shows that the thing acted upon is the subject. 
This change in the form of a transitive verb to show 
whether the subject names the actor, or the receiver 
of the act, is called Voice. 

A transitive verb is in the Active Voice when the subject 
names the doer of the action : — 

Leon hit the ball. Tin' farmer sows the rice. 

The boys made a net. The man caught a turtle. 

1 wrote a sentence. The woman carries ajar. 

In each of these sentences, what is the name of the 
actor ? What receives the action ? 

A transitive verb is in the Passive Voice when the subject 
is the name of the person or thing that receives the action: — 

The ball was hit by Leon. 
A net was made by the boys. 
A sentence was written by me. 



GRAMMAR AND COMPOSITION 253 

The rice was sown by the farmer. 
A turtle was caught by the man. 
A jar was carried by the woman. 

In each of these sentences, what is the name of the 
actor ? What is the name of the receiver of the 
action ? 

401. Write each of these sentences on a diagram. Tell 
whether the verb in each sentence is in tl%e active voice or 
in the passive voice. Name tJie doer and the receiver of 
the action expressed in each sentejice. 

1. The pupils have written the sentences. 

2. Marta solved the problems. 

3. A poor old horse pulled the cart. 

4. The horse was ridden by a boy. 

5. The baker baked many loaves of bread. 

6. He sold the loaves to the people. 

7. A loaf of bread was eaten by the hungry boy. 

8. Who found my pencil ? 

9. The clouds covered the mountains. 

10. Pasig River is crossed by several bridges. 

11. The locusts destroyed the crop of rice. 

12. Many carabaos were killed by the rinderpest. 

13. The people make hats and mats of the leaves of 

the buri palm. 

402. In the passive voice, the name of the doer is 
in a phrase introduced by the preposition by. 

The ball was hit by Leon. 

The field was plowed by the farmer. 

The wood was cut by me. 



254 ADVANCED ENGLISH 

Sometimes, however, the name of the doer is 
omitted : — 

The horse was sold. 

America was discovered in 14!>2. 

Many beautiful birds and flowers were seen. 

Copy and complete the following sentences by writing 
in place of each blank the name of a doer introduced by 
the preposition by : — 

1. The letter was found 

2. The house was built 

3. All the rice was destroyed 

4. The bell was rung 

5. Much tobacco is cultivated 

6. This book was printed 

7. Bows and arrows are used 

8. "The Children's Hour" was written 

9. The carts were pulled 

403. Rewrite the sentences you have written in Sec- 
tion Jf02, and change the verbs from the passive to the 
active voice. 

404. Rewrite the sentences in Section JfOl and change 
the verbs from tlie active to tlie passive voice. 

Composition 

405. Tell which of the verbs in the following sentences 
are in the active voice .• — 

Cotton 

The pods, in which cotton grows, we call the bolls. 
When the cotton is ripe, men and women pick it from the 
bolls. They put it into bags. They next take it to 



GRAMMAR AND COMPOSITION 255 

the cotton gin. This machine separates the cotton from 
the cotton seed. Men now carry the clean cotton to the 
presses, where they make it into bales. They also crush 
and press the cotton seeds, and make cotton-seed oil. 

Copy the sentences about Cotton, changing the verbs to 
the passive voice. 

406. Write an outline of a story about one of the fol- 
lowing topics: — 

1. A Typhoon. 7. A Visit to a Rice Mill. 

2. A Saturday. 8. A Ride on a Steamer. 

3. A Trip to the Forests. 9. Howl Learned to Swim. 

4. A Ball Game. 10. What I Do at Home. 

5. Preparing for a Fiesta. 11. An Accident. 

6. An Excursion. 12. Flying Kites. 

407. Write a composition about one of the following 
topics ; — 

1. How to Catch Frogs. 

2. How to Write a Composition. 

3. How to Write a Letter. 

4. How to Swim. 

6. How to Cook Rice. 

Mode 

408 . Read these sentences : — 

1. Mateo wrote a composition. 

2. Mateo, write a letter to vour brother. 



3. If Mateo were writing now, we could assist him. 

In the first statement, ivrote is used to make a state- 
ment, to assert, or to tell a fact. 



256 ADVANCED ENGLISH 

In the second sentence, write is used to express a 
command. 

In the third sentence, ivere writing is used in a 
clause not to assert a fact, but to state a condition 
which is contrary to the truth. Is Mateo really 
writing now ? He is only thought of as writing. The 
verb asserts a supposition. The full meaning of the 
sentence is : Mateo is not writing, but if lie toere writ- 
ing, we could assist him. 

In these sentences the different ways, or manners, 
of expressing thought require changes in the form 
and uses of the verbs. This change in the verb to 
express thought in different ways is called Mode. The 
word mode means manner. 

Mode is the form or use of a verb that shows the manner 
in which the thought is expressed. 

In the sentences above, how does the verb wrote ex- 
press the thought ? Write ? Were writing ? Corre- 
sponding to these three ways of expressing thought, 
verbs have three modes : — 

1. The Indicative Mode, which is used to assert a 

fact. 

2. The Imperative Mode, which is used to express 

a command. 

3. The Subjunctive Mode, which is used to express 

something only thought of, or contrary to 
fact. 



GRAMMAR AND COMPOSITION 257 

THE INDICATIVE MODE 

409. Read tl%ese sentences: — 

1. The Eskimos live in Greenland and northern 
North America. The winters there are very long. The 
climate is very cold. They dress in the skins of bears 
and seals. Sometimes they live in houses made of ice and 
snow. They eat fish and the fat and meat of animals. 

2. Where do the Eskimos live ? Where is Green- 
land ? Would you like to live in Greenland ? What do 
the Eskimos eat ? Why do they not eat rice and 
bananas ? Do you eat fat ? Would you like to go to 
Greenland ? 

Which of these groups of sentences is composed of 
statements ? Which of questions ? Which state 
facts? Which inquire about facts? The verbs in 
these sentences are in the Indicative Mode. 

A verb is in the Indicative Mode when it is used to state 
a fact or to ask a question. 

410. A verb in the indicative mode may be in any 
of the tenses : — 

Present: We go to the city. 

Past : We went to the city. 

Future: We shall go to the city. 

Present Perfect : We have gone to the city. 

Past Perfect: We had gone to the city. 

Future Perfect: We shall have gone to. the city. 

Write each of the following sentences in all the tense* 
of the indicative mode: — 

GIBBS' ADV. KNG. — 17 



>5S 



ADVANCED. ENGLISH 



1. I am reading. 

2. The boy writes. 

3. You are happy. 



4. They are singing. 

5. She is drawing a box. 

6. Ana was tired. 



411. Copy and learn these forms of the verb be in all 
the tenses of the indicative mode : — 





Present Tense 




SINGULAR NUMBER 

(Person) (P 

1. I am. 1. 

2. You are. 2. 

3. He, she, or it is. 3. 


PLURAL NUMBER 

erson) 
We are. 
You are. 
They are. 


1. 
2. 

3. 


Past Tense 

I was. 1. 
You were. 2. 
He, she, or it was. 3. 


We were. 
You were. 
They were. 


1. 

■2, 

3. 


Future Tense 

I shall be. 1. 
You will be. 2. 
He, she, or it will be. 3. 


We shall be. 
You will be. 
They will be. 



Present Perfect Tense 

1. I have been. 1. We have been. 

2. You have been. 2. You have been. 

3. He, she, or it has been. 3. They have been. 

Past Perfect Tense 

1. I had been. 1. We had been. 

2. You had been. 2. You had been. 

3. He, she, or it had been. 3. They had been. 

Future Perfect Tense 

1. I shall have been. 1. We shall have been. 

2. You will have been. 2. You will have been. 

3. He, she, or it will have been. 3. They will have been. 



GRAMMAR AND COMPOSITION 259 

412. Copy and learn these f otitis of the verb go in all 
the tenses of the indicative mode : — 

Present Tense 
singular number plural number 

(Person) (Person) 

1. I go. 1. We go. 

2. You go. 2. You go. 

3. He, she, or it goes. 3. They go. 

Past Tense 

1. I went. 1. We went. 

2. You went. 2. You went. 

3. He, she, or it went. 3. They went. 

Future Tense 

1. I shall go. 1. We shall go. 

2. You will go. 2. You will go. 

3. He, she, or it will go. 3. They will go. 

Present Perfect Tense 

1. I have gone. 1. We have gone. 

2. You have gone. 2. You have gone. 

3. He, she, or it has gone. 3. They have gone. 

Past Perfect Tense 

1. I had gone. 1. We had gone. 

2. You had gone. 2. You had gone. 

3. He, she, or it had gone. 3. They had gone. 

Future Perfect Tense 

1. I shall have gone. 1. We shall have gone. 

2. You will have gone. 2. You will have gone. 

3. He, she, or it will have gone. 3. They will have gone. 



260 ADVANCED ENGLISH 

413. ,1s in Section Jj-10 above, write each of the fol- 
lowing verbs in all the tenses of the indicative mode:— 

walk see write sing 

Composition 

414 Copy the following introduction to a story, and 
then complete the story .■ — 

The Camel and his Master 

One night a camel looked into the tent where his mas- 
ter was lying, and said, " Kind Master, will yon let me put 
my head inside of the tent ? A cold wind is blowing to- 
night." 

" Oh, yes," said the man, "there is plenty of room." 

Tell the tense, person and number of each verb you 
have used. 

415. Make an outline of a composition at/out Hon- Salt 
is Made. 

416. Write a letter to a boy friend, telling him //an- 
te make a paper lantern. 

THE IMPERATIVE MODE 

417. Read these sentences : — 

Come here. Bring your geography. Find the map 
of Asia. Find Anam. Find Saigon. Tell me what we 
receive from Saigon. Tell how the people live there. 

What kind of sentences are these ? Why ? In 
what mode is each of the verbs? What is the sub- 
ject of each sentence ? 



GRAMMAR AND COMPOSITION 261 

A verb is in the Imperative Mode when it is used to ex- 
press a command or a request. 

(Review Sections 6 and 61.) 

418. Write sentences, using these verbs in the impera- 



tive mode:- 


















1. lend 


4. 


find 


7. 


study 


10. 


help 


13. 


draw 


2. write 


5. 


tell 


8. 


bring 


11. 


come 


14. 


make 


3. give 


6. 


go 


9. 


sing 


12. 


spell 


15. 


carry 



THE SUBJUNCTIVE MODE 
419. Read these sentences : — 

1. If I were a sailor, I would go around the world. 

2. If wishes were horses, beggars might ride. 

3. If you were rich, what would you do ? 

4. If Leon were a man, he would be a good general. 

5. If I were in Greenland, I would make a house of ice. 

What is the clause in each of these sentences ? 
Do these clauses express facts ? Do they state what 
is true? What is the verb in each clause? These 
verbs are in the Subjunctive Mode. 

The subjunctive mode was once more generally 
used than at the present time. It is used now most 
frequently to express — 

1. A wish : — 

Oh! that my father were here! 

Oh ! If he could come ! 

Long may you be happy. 

I wish /were a general. 



262 ADVANCED ENGLISH 

2. A condition : — 

If this were true, I should be sorry. 

If he had gone, he would have been killed. 

Were my brother here, he would protect us. 

Had my brother been here, he would have protected us. 

3. A supposition, or a concession : — 

Though he were here, he could not help us. 
Although you were a doctor, I should not invite you to my 
house. 

Though you should be a king, you ivould not be happy. 
Be the matter what it may, always speak the truth. 

A verb is in the Subjunctive Mode when it is used to ex- 
press a supposition, or something only thought of, or con- 
trary to fact. 

420. Verbs in the subjunctive mode are usually 
in clauses introduced by the conjunctions if though, 
unless, except, that, lest and whether. The conjunction 
if is most commonly used. 

If I were a man, I would be a doctor. 
Though his slate were made of iron, I think he would 
break it. 

I wish that our country were rich. 
Whether or not it should rain, we must go. 

What is the verb in each of these subordinate 
clauses ? What are the verbs in the principal clauses ? 
The verbs in the subordinate clauses are in the sub- 
junctive mode. The verbs in the principal clauses 
are in the indicative mode. 



GRAMMAR AND COMPOSITION 263 

The verbs in clauses introduced by if, though, unless, 
except, that, lest and whether, may be in the indicative 
mode. 

Subjunctive Mode. — If father were here, we should be 
happy. 

Indicative Mode. — If father is in the house, we can soon 
find him. 

In the first sentence, the father's being here is only 
a supposition, not a fact ; but in the second sentence, 
the father's being in the house is assumed to be a fact. 

Subjunctive Mode. — Though I were rich, I would not 
give him a cent. (I am not rich.) 

Indicative Mode. — Though Jam rich, I will not give him 
a cent. (I am rich.) 

Though I ivere rich is a supposition. Though I am 
rich is a fact. 

The conjunction is often omitted : — 

Were I you, I would write more carefully. 

I wish I were a boy again. 

Were he I, he woidd not do this. 

Were the peop>le more industrious, they ivould be happier. 

421. A verb in the subjunctive mode may be in any 

tenses : — 



of the tenses : — ■ 



Present. If he be; 

Past. If he were. 

Future. If he should be. 

Present Perfect. If he have been. 

Past Perfect. If he had been. 

Future Perfect. If he should have been. 



264 



ADVANCED ENGLISH 



422. Copy and leant tJiese forms of the verb be in all 
the tenses of the subjunctive mode: — 

Present Tense 
singular number plural number 

(person) (Person) 

1. If I be. 1. If we be. 

2. If you be. 2. If you be. 

3. If he be. 3. If they be. 



1. If I were. 

2. If you were. 

3. If he were. 



1. If I should be. 

2. If you should be. 

3. If he should be. 



Past Tense 

1. If we were. 

2. If you were. 

3. If they were. 

Future Tense 

1 . If we should be. 

2. If you should be. 

3. If they should be. 



Present Perfect Tense 



1. If I have beeu. 

2. If you have been. 

3. If he have been. 



1. If we have been. 

2. If you have been. 

3. If they have been. 



Past Perfect Tense 
If I had been. 1. If we had been. 

If you had been. 2. If you had been. 

If he had been. 3. If they had been. 

Future Perfect Tense 
If I should have been. 1. If we should have been. 
If you should have been. 2. If you should have been. 
If he should have been. 3. If they should have been. 



How does the form of the veil) in the subjunctive 
mode differ from that in the indicative mode : 



GRAMMAR AND COMPOSITION 265 

1 . In the present tense ? 2. In the past tense ? 
3. In the present perfect tense ? 4. In the future 
perfect tense ? 

(See Section 411.) 

In each tense in the subjunctive mode, the form of 
the verb is the same in both numbers and in all the 
persons. The verb in the third person, singular num- 
ber does not end in s. 

(Review Section 366.) 

The form of the verb most commonly in use in the 
subjunctive mode is the past tense of the verb be : — 
If I were. If the boy were. If they were. ' 

If you were. If teacher were. If the stones were. 

If he were. If it were. If the sea were. 

With other verbs and tenses, the indicative form of 
the verb should generally be used. 

423. Tell the verbs in the subjunctive mode and in the 
indicative mode in these sentences : — 

1. If you were more studious, you would succeed. 

2. I wish that I were rich. 

3. If it had rained, I should have been sorry. 
'4. If the man should fall, he would be killed. 

5. If every day were a playing holiday, we should all 

be tired of play. 

6. Take care lest you be carried away by your feelings. 

7. Though he deceive me, yet will I trust him. 

8. If the carriage should break, how could we get 

home ? 

9. If I could speak English, I could secure the position. 
10. If he would try, he miarlit succeed. 



266 ADVANCED ENGLISH 

In these sentences, what auxiliary verbs are used 
with verbs in the subjunctive mode? 

424. In the subjunctive mode, the auxiliaries may, 
might, do, did, should, had and have are used. Of 
these should is most frequently used : — 

If you should go, please inform me. 
If he should do that, he would be punished. 
Though you should try a thousand times, you could not do 
that. 

These auxiliaries are used in the indicative mode 
also. 

(Review Section 332.) 

The use of the subjunctive mode depends upon the 
thought which is to be expressed. If we wish to state 
something as true or assumed to be true, we use verbs 
in the indicative mode. If we wish to express a sup- 
position, or something thought of as untrue, we use 
verbs in the subjunctive mode. Where the verb 
forms and the auxiliaries are the same for both modes, 
we should study the meaning of the sentence to de- 
termine the mode of the verbs. 

425. Tell the mode and the tense of each of the verbs 
in tJiese sentences : — 

1. The man is a scholar, although he is not a gentle- 

man. 

2. If he were a gentleman, be would keep his promises. 

3. Even if you were my brother, I could not help you. 

4. Unless Robert passes his examinations, he cannot be 

promoted. 



GRAMMAR AND COMPOSITION 267 

5. When the queen of the white ants is full grown, she 

lays many thousand eggs each day. 

6. After the eggs have been laid, they are put into 

small, dry rooms. 

7. I may go to Manila when you go. 

8. You might have known your lesson if you had 

studied it. 

9. If Francisco were a kind boy, he would not willingly 

hurt his little dog. 

10. If Digno could help us, I am sure he would. 

11. The girl wished she might be a fairy. 

12. May he be happy all his years. 

IB. If the law be too severe, it must be changed. 

14. He talks as if he were the governor. 

15. Though he had deceived me, yet would I trust 

him. 

16. Be kind to him even if he should be unkind to you. 

426. Write the following forms of the verb write and 
find : — 

1. First person, plural, present tense, indicative mode. 

2. Third person, singular, past tense, subjunctive mode. 

3. Third person, plural, past tense, subjunctive mode. 

4. Second person, plural, present tense, imperative 
mode. 

5. First person, plural, future tense, indicative mode. 

6. Second person, singular, present tense, subjunctive 
mode. 

427. Write each of these groups of words in all the 
tenses of the indicative and subjunctive modes : — 

1. He is. 3. They are going. 

2. I go. 4. We write. 

(Review Sections 381 and 411.) 



268 



ADVANCED ENGLISH 



Pausing of Verbs 

428. In parsing a verb, tell : — 

1. The class as to form — regular or irregular. As 
to use — transitive or intransitive ; and the voice, 
active or passive, if the verb is transitive. 

2. The principal parts. 

3. The mode — indicative, imperative, or subjunc- 
tive. 

4. The tense — present, past, future, present perfect, 
past perfect, or future perfect. 

5. The person and number to agree with the person 
and number of its subject. 

Write each of tJiese sentences on a diagram. Parse in 
writing each verb : — 

1. He had gone home before the storm came. 



He 



Diagram 

had gone 



home 



before 



Had gone : 

Irreg. Intran. V. 
go, went, gone 
Indicative Mode 
Past Perfect Tense 
Sing. No., 3d Per., 
to agree with its 
subject He. 

The prisoner was shot at sunrise. 
I know my duty and I shall do it. 



the 

Came : 

Irreg. Intran. V. 
come, came, come 
Indicative Mode 
Past Tense 
Sing. No., 3d Per., 
to agree with its 
subject storm. 






GRAMMAR AND COMPOSITION 269 

-t. Before to-morrow evening, we shall have finished 
this work. 

5. Had we finished the work to-day, we should have 

a holiday to-morrow. 

6. Should father come, please give him this book. 

7. A true patriot obeys the laws of his country. 

8. If he were a patriot, lie would obey the laws. 

9. I wish I were a fairy. 

10. Although he is my enemy, I shall be kind to him. 

Composition 

429. Diary. A diary is a brief record from day to 
day of events that are of interest and that are to be 
remembered. 

A diary should be written in simple language 
It should be truthful. Each day's record should be 
named and dated. 

1. Copy this record of two clays from 

A Schoolboy's Diary 

Wednesday, June 3. — Raining all day. Studied history 
before going to school. Teacher was ill to-day and school 
was dismissed early. Received a letter from Juan. 
Bought an umbrella for three pesos. 

Thursday, June 4. — Cloudy. Cooler. Wrote my 
composition before school. Knew all my lessons. After 
school drove with father to market. Cousin Felipe called. 
Played games in. the evening. 

2. Write in a booh, or on folded sheets of paper, a diary 
for ten days, beginning to-day. 

3. Write an imaginary diary for fire days, beginning 
to-day, recording the events as you wish they might he. 



270 ADVANCED ENGLISH 

430. Write a composition about White Ants, using this 

outline : — 



II. 



Other names for 


III. 


Kinds of ants in the 


white ants. 




nest : — 


Their nests : — 




1. The queen : 


1. Where they are 




a. Where she lives. 


found. 




b. What she does. 


2. How they are 




c. How fed and cleaned. 


made. 




2. The kings. 


3. Size. 




3. The workers. 


4. Arrangement of 




4. The soldiers. 


rooms. 


IV. 


What they eat. 


5. Roads from the 


V. 


The good and damage 


nest. 




that they do. 



Tell the principal parts, the tense and the mode of each 
verb used in your composition. 

REVIEW 

1. What is a verb? Write ten verbs that express action. 

Write five verbs that do not express action. 

2. What is an auxiliary verb? In the indicative mode. 

what auxiliary verbs are used in the present tense? 
In the past tense? In the future tense? In the 
present perfect tense? In the past perfect tense? 
In the future perfect tense ? What auxiliaries are 



used in the potential mod 



Write these sentences in all the tenses in the indicative 
mode : — 

The bird braids its nest. The people are happy. 

When should shall and when should will be used ? 

Write sentences to illustrate. 
How should a verb agree with its subject ? 



GRAMMAR AND COMPOSITION 271 

Write sentences, using each of these verbs with a 
subject in the third person and singular number : — 

walk, sing, hear, learn, see, find, swim, study, 
go, do, teach, wash, cry, try, fly. 

6. Write sentences, using these words as subjects: — 

Maria and Juan. Luz6n and Mindanao. 

Father and mother. Birds and bats. 

My book and my pencil. Boys and girls. 

My hat and my slippers. Sugar and molasses. 

Should the verb in each of these sentences be 
singular or plural in form ? 

7. Write sentences, using these words as subjects: — 

Either you or I. 
Either mangoes or bananas. 
Neither rice nor corn. 
Either my book or my pencil. 
Neither he nor she. 
Neither Leyte nor Sdmar. 
Either father or mother. 
Either Leon or Martin. 

8. What is a regular verb ? Write five regular verbs. 
Write the verb talk in all tenses and persons in the 

indicative mode. 
What is an irregular verb ? Write the principal 

parts of these verbs: hold, lie, steal, know, get, 

grind, catch, begin, saw, be, keep. 
Write the verb take in all the tenses and persons in 

the indicative mode. 

9. What is a transitive verb ? An intransitive verb ? 

Write five sentences containing transitive verbs. 
Write five sentences containing intransitive verbs. 



272 ADVANCED ENGLISH 

10. Write sentences, using these verbs: — 

lie, lay, is lying, lies, lays, has laid, 
sit, sat, is sitting, has set, has sat. 

11. When is a transitive verb in the active voice ? 
Write five sentences containing verbs in the active 

voice. 
Rewrite these sentences, changing the verbs to the 
passive voice. 

12. What is meant by the mode of a verb ? What are tlie 

kinds of mode ? 
When is a verb in the indicative mode ? 
Write five statements in the indicative mode and the 

present perfect tense. 
Write five questions in the indicative mode, in the 

future tense. 

13. When is a verb in the imperative mode ? In the 

subjunctive mode ? 
Write five sentences containing verbs in the impera- 
tive mode. Write five sentences containing verbs 
in the subjunctive mode. 

14. When is a verb in the subjunctive mode? What 

tenses has this mode? What auxiliaries are used 
in this mode ? Write five sentences, each having 
a verb in the subjunctive mode. 

The Progressive Form of the Verb 
431. Read these sentences: — 

1. We are writing. 

2. The boys were fishing for crabs. 

3. The boys had been flying their kites. 

4. The farmers will be plowing the fields. 

5. In five minutes I shall have been writing two hours. 



GRAMMAR AND COMPOSITION 273 

These sentences express action as continuing or 
progressing at the present time, in past time, and in 
future time. With what syllable does each of the 
verbs end ? 

' The form of the verb ending in ing — ivriting, 
fishing, flying and plowing — is called the Present 
Participle. 

The verbs are ivriting, were fishing, had been 
flying, will be plowing, shall have been writing, etc., 
are in the Progressive Form, because they express 
action as continuing, or progressing. The progressive 
form is made by adding the present participle of any 
verb to the different forms of the verb be in the 
various modes and tenses. 

432. Copy the following sentences, written in the in- 
dicative mode and the progressive form : — 

TENSE 

Present. I am calling him. 

Past. I was calling him. 

Future. I shall be calling him. 

Present Perfect. I have been calling him. 
Past Perfect. I had been calling him. 
Future Perfect. I shall have been calling him. 
Present. He is looking at me. 

Past. He was looking at me. 

Future. He will be looking at me. 

Present Perfect. He has been looking at me. 
Past Perfect. He had been looking at me. 
Future Perfect. He will have been looking at me. 

433. Write each of the following sentences in tJze in- 
dicative mode and progressive form in all the tenses: — 

GTBlis' ADV. ENG. 18 



•JT4 ADVANCED ENGLISH 

1. Father is coming home. 

2. The boys are making a boat. 

3. We are studying English. 

4. You are eating an orange. 

Composition 
434. Dialogue. 
Copy this conversation.— 

Mr. Andres. What are you going to do with that field 
near the schoolhouse, Mr. Bautista ? 

Mr. B. I am thinking of planting some banana trees 
there. The land has been lying idle for three years. 

Mr. A. Yesterday I was talking with Mr. Perez, the 
new schoolmaster. 

Mr. B. Is he one of the young men who were study- 
ing in the States ? 

Mr. A. Yes, and he is making some very good plans 
to interest the pupils after school hours. He is thinking 
of starting a baseball club for the boys and a tennis club 
for the girls. He was wishing that he might have the 
use of your field for his pupils. 

Mr. B. I shall be very willing to give the school the 
use of the field. When the pupils are playing healthful 
games, they are being well employed. 

In this conversation, the persons speaking are 
named at the beginning of each paragraph. A period 
is placed after each name, and no quotation marks 
are used. Conversation written in this form is often 
called a Dialogue. 

Tell the tense and the form of each verb in this 

dialogue. 



GRAMMAR AND COMPOSITION 



435. Bead tlie folloiving : — 

As Mr. Bautista was standing in the doorway of his 
house one morning, Mr. Andres stopped on his way by 
and asked, " What are you going to do with that field 
near the schoolhouse, Mr. Bautista ? " 

Mr. Bautista, a large, cheerful-looking man, glanced 
over at the field in question, and after a moment's reflec- 
tion, answered, " I am thinking of planting some banana 
trees there. The land has been idle for three years." 

" Yesterday," ventured Mr. Andres, " I was talking 
with Mr. Perez, the new schoolmaster." 

" Is he one of the young men who were studying in the 
States ? " inquired Mr. Bautista. 

" Yes," replied Mr. Andres, encouraged by his friend's 
eager attention, " and he is making some very good plans 
to interest the pupils after school hours. He is thinking 
of starting a baseball club for the boys and a tennis club 
for the girls. He was wishing that he might have the 
use of your field for his pupils." 

Mr. Bautista smiled genially. An appeal to his gen- 
erosity was never known to have been made in vain. 

" I shall be very willing to give the school the use of 
the field," he said heartily. " When the pupils are play- 
ing healthful games, they are being well employed." 

Mr. Andres thanked his friend and assured him that 
both Mr. Perez and the pupils would appreciate his kind- 
ness. 

How does the above differ from the dialogue given 
in Section 434 ? Conversation written in this form, 
containing description and narration, is usually called 
a short story. 



276 ADVANCED ENGLISH 

436. Write one of the following conversations in the 
form of a dialogue, as in Section JjS4 •' — 

1. Conversation between Miss Dison, who has just 

been to Manila to buy cloth for some new dresses, 
and Miss Torres. 

2. Conversation between Mr. Gomez, who has a rice 

mill, and Mr. Ocampo, who wishes to have two 
hundred cavanes of palay hulled. 

3. Conversation between a teacher and a boy who has 

often been tardy at school and is careless in his 
work. 
Rewrite the conversation in the form of a short story, 
introducing description and narration. 

437. Write ten questions, using the progress'/ re form of 
the verb. 

Write an answer to each of your questions, using the 
progressive form of the verb. 

Ash questions of another pupil . and, require him to 
reply, using the progressive form of the verb. 

The Interrogative Form of the Verb 

438. Bead these sentences: — 

1. Has Lucrecio found his slipper? 

2. Do you know where it is ? 

3. Has your father sold any carabaos? 

4. Did you write the letter ? 

5. Have you seen Mayon Volcano ? 

What is the verb in each of these sentences? 
What part of the verb is placed before the subject ? 

In interrogative sentences, the auxiliary verb is 
placed before the subject. 



GRAMMAR AND COMPOSITION 277 

When more than one auxiliary verb is used, only 
the first is placed before the subject : — 

Will you be writing ivhen I return f Has father been 
fishing to-day? Would he have told me? 

Write each of these sentences in the interrogative 
form : — 

1. Pearls are found near the island of Jolo. 

2. The people should plant palms along the sides of 

the streets. 

3. Pekin is the capital of China. 

4. Much rice is raised in the southern part of the 

United States. 

5. New York has many large schools and colleges. 

6. The home of the President is in Washington. 

7. The white ants had been eating my book. 

8. The white ants would have been eating the book. 

439. When, in the declarative form, the verb con- 
sists of only one word, as in the simple present and 
past tenses, the words do and did are used to ask 
questions. 

Notice the change in the verb in the interrogative 
form : — 

You saw a house. Did you see a house ? 

Present Tense Past Tense 

He sings. Does he sing ? She read. Did she read ? 

We run. Do we run? We ran. Did we run? 

They play. Do they play ? They wrote. Did they write ? 

It flies. Does it fly ? She spoke. Did she speak ? 



278 ADVANCED ENGLISH 

Write each of tJiese sentences in the interrogative 
form: — 

1. We study grammar. 5. My sister sews. 

2. They like to work. 6. The baby laughed. 

3. She rides to school. 7. Sixto learns. 

4. You write carefully. 8. He studied hard. 
9. Justo lives on the island of Cuyo. 

10. The eagle caught the monkeys. 

11. The Chinese make much cloth of silk. 

12. A Chinaman wears his hair in a long queue (Ten ). 

13. My father plows the fields and sows the rice. 

14. The teacher wrote the sentence on the blackboard. 

15. The white ants ate my book. 

16. The train went slowly over the bridge. 

17. We saw five Hindus in a store. 

18. The Brazilians raise much coffee. 



440. Copy these sentences : — 

Declarative Form Interrogative Form 

I read well. Do I read well ? 

I read well. Did I read well ? 

I shall read well. Shall I read well ? 

I have read well. Have I read well ? 

I had read well. Had I read well ? 

I shall have read well. Shall I have read well ? 

441. Write each of these sentences in both thedeclarar 
tire and the interrogative form in all the tenses in the 
indicative mode, as in Section 44@- 

1 . The man works. 3. He saw a blue heron. 

2. She carries a jar. 4. We drink coffee. 



GRAMMAR AND COMPOSITION 279 

Composition 

442. The adverbial word, phrase or clause modi- 
fier is sometimes placed first. 

To-morrow, ivill you go f 

To what place did he go ? 

On what kind of paper was it written? 

Before you return, will you come to see me? 

Copy these sentences, changing them to the interroga- 
tive form. Place the adverbial modifiers first. Ash the 
questions so that the answers will fill the blanks. 

1 we shall go. 

When shall we go ? 

2. Your lesson is on ... . page. 
On what page is your lesson ? 

3. He will arrive on ... . day. 

4. Magellan sailed from .... 

5. He first landed on ... . 

6. He was killed on ... . 

7. The largest city in the world is in ... . 

8. Many ships were wrecked during .... 

9. The American fleet was at Cavite .... 

10. All nature is clothed in beauty .... 

11. He did not start to go ... . 

443. Write ten questions about: — 

1. George Washington, or 

2. China, or 

3. India, or 

4. The life of Magellan. 

444. MaJce an outline of a composition, describing the 
Samoan Islands, 

Write a set of questions about the topics in your outline. 



280 ADVANCED ENGLISH 

445. A man wishes to sell you a house- Write a 
letter of inquiry about it, requesting information about 
its location, surroundings, size, material of which it is 
made, the arrangement and size of the rooms, the price 
and the conditions of payment. 

Write a reply to your letter. 

The Negative Form of the Verb 

446. Read, these sentences: — 

1. The teacher did not punish the boy. 

2. We do not have any rice. 

3. We have never pounded rice. 

Each of these sentences denies a fact. They are 
negative. What adverbs are used with the verbs to 
make the meaning negative ? Are these adverbs 
placed before or after the auxiliary verbs ? Are they 
placed before or after the verb ? 

In negative sentences, the adverbs not and never 
are placed after the auxiliary verb. 

The adverb never is placed before the single verb : — 

4. I never smoke cigarettes. 

5. He never sings. 

In the present and past tenses, do, does and did 
are used with verbs in the negative form. We do 
not say : i" sing not, He rides not, She wrote not. 

6. I do not sing. 8. She did not write. 

7. He does not ride. 9. The bird did not fly. 



GRAMMAR AND COMPOSITION 281 

447- Copy the following sentences, changing each to the 
negative form: — 

1. The papaya is a delicious fruit. 

2. The areca palm is very useful. 

3. The cocoa palm is the emblem of the tropics. 

4. A large flag floated over the schoolhouse. 

5. If you do your work well, you will prosper. 

6. The man who labors, rests well. 

7. The wind blows and it rains. 

8. We know our lessons and want a recess. 

9. I saw a casco coming up the river. 

10. It had two large sails. 

11. Some animals lay eggs. 

12. If we work thoughtfully and earnestly, we shall 

succeed. 

448 . Bead these sentences : — 

1. Do I not sing well? 4. Have I not sung well? 

2. Did I not sing well? 5. Had I not sung well? 

3. Shall I not sing well? 6. Do I never sing well? 

In these sentences, where are not and never placed ? 
In the negative interrogative form, the word not or 
never is placed after the subject. 

449. Copy the following sentence, written in the nega- 
tive declarative and the negative interrogative form in 
the indicative mode: — 

The boy does not work. Does the boy not work ? 

The boy did not work. Did the boy not work? 

The boy will not work. Will the boy not work? 

The boy has not worked. Has the boy not worked ? 



282 ADVANCED ENGLISH 

The boy had not worked. Had the boy not worked ? 

The boy will not have Will the boy not have 
worked. worked ? 

450. As in Section 449, write each of the following 
sentences in tlie declarative negative and the interrogative 

negative form in the tenses of the indicative mode : — 

1. The girl likes to sew. 

2. We have seen the ocean. 

3. You are a good boy. 

4. Gold is found in the mountains. 

451. The contraction nt, the abbreviation for not, 
is written with the verb: Isn't he? Wasn't she? 
Arerit you? 

Copy and learn the following forms : — 

1. He is not. He isn't. Isn't he? Is he not? 

2. He was not. He wasn't. Wasn't he? Was he 

not? 

3. He has not. He hasn't. Hasn't he? Has he 

not? 

4. He does not cry. He doesn't cry ? Doesn't he cry ? 

Does he not cry ? 

5. You are not. You aren't. Aren't you? Are you 

not? 

6. You do not. You don't. Don't you? Do you 

not? 

7. They are not. They aren't. Aren't they? Are 

they not? 

8. They were not. They weren't. Weren't they? 

Were they not ? 

9. I am not. Am I not ? [No contraction used.] 



GRAMMAR AND COMPOSITION 283 



Composition 

452. Converse with another pupil. Ash questions in the 
negative fo?*m and require him to reply in the negative 
form, and in the progressive form. 

453. Write ten questions in simple interrogative form. 
After each question write the reply in negative form. 

Example : Have you ever seen a flying lemur ? 
No. I have never seen one. 

454. Write ten interrogative sentences in negative 
form and write the answer to each in the progressive 
form. 

Example : Why are you not studying your geography 
now ? 

I am not studying my geography now because I am writing 
a composition. 

455. Stories from History. 

1 . Read this story : — 

The Boston Boys and General Gage 

After the passage of the Stamp Act, the king sent troops 
to Boston to force the people to submit. The citizens of 
Boston were ordered to furnish food and lodging for the 
soldiers. The soldiers were often insulting in manner to 
the people, and even to the children. 

During the winter the boys built snow slides on the 
hills of Boston Common. On their sleds, they used to 
slide down the hills and across the frozen frog pond. The 
soldiers destroyed the slides just to tease the boys. The 



284 ADVANCED ENGLISH 

boys complained about it. They rebuilt the slides, but 
found them ruined when they returned from school. 

They called upon one of the under officers to protest, 
but he would have nothing to say to them. After that the 
soldiers were more unkind than ever. 

At last the boys had a meeting, and sent a committee 
to General Gage. He asked why so man)- boys had called 
upon him. 

" We came," said the tallest, " to demand satisfac- 
tion." 

" What ! Have your fathers been teaching you rebellion 
and sent you here to show it ? " said the general. 

"Nobody sent us, sir," replied the boy. "We have 
never injured your troops, but they have spoiled our snow 
slides and broken the ice on the pond. We complained 
and they called us ' young rebels,' and told us to help 
ourselves if we could. We told one of your officers 
and he laughed at us. Yesterday our slides were de- 
stroyed for the third time, and, sir, we will bear it no 
longer." 

General Gage was a kind-hearted man. He turned to 
an officer and said, " The very children draw in a love of 
liberty with the air they breathe." "You may go, my 
brave boys," said he. "If the soldiers annoy you again, 
they shall be punished." 

2. Reproduce tJie story according to tlie foUoirin<j tint- 
line ■■ — 

I. Introduction. 

1. British troops sent to Boston to enforce the 

Stamp Act. 

2. Citizens ordered to provide food and lodging. 

Insulting manner of the soldiers. 



GRAMMAR AND COMPOSITION 285 

II. The boys and the soldiers. 

1. The boys build snow slides and slide down hill 

on the Common. 

2. Destruction of the slides by the soldiers. 

3. Complaint of the boys and repairing of the 

slides. 

4. Continued unkindness of the soldiers. Com- 

plaint to the under officer. 

III. The boys decide to complain to General Gage. 

1. They hold a meeting and appoint a committee. 

2. The committee calls on the general. 

IV. The conversation of the boys with the general. 

1. The boys' demand. 

2. The General's question. 

3. The boys' reply. 

4. The boys' refusal to submit. 
V. Conclusion. 

1. General Gage's kindness. 

2. His remark to the officer. 

3. His reply to the boys. 

3. Write the story from memory, using tl%e outline. 

4. Make an outline of tJie story of the life of Eli Whit- 
ney as given in your history. 

5 . Make an outline of the life of Robert Fulton as given 
in your history. 

Write the story of his life according to your outline. 

Infinitives 
456 . Read • these sentences : — 
1. I like to study. 3. We should eat to live. 



To steal is wrong. 4. I went there to get a drink. 
(Review Section 125.) 



286 



ADVANCED ENGLISH 



Analyze each of these sentences. What do 7" like ? 
What is ivrong f Why should toe eat t Why did I 
go there? What sentences are short .' 

These words — to study, to steal, to lire and to get, 
— are forms of verbs called Infinitives. 

What is the verb in each of these infinitives ? 
What word is used with each infinitive ? 

An infinitive is generally introduced or preceded 
by the word to. The word to is often called the sign 
of the infinitive. 

An Infinitive is a form of the verb generally preceded by 
the word to and used to name the action without stating or 
asserting it. 

(Review Section 247.) 

5. I like to study early in the morning. 

to study 
early 



I | like 



in | morning 



6. To become a good and useful man is my desire. 
To become \ man 



good 



and 
useful 



is / desire 



GRAMMAR AND COMPOSITION 287 

What is the infinitive in the fifth sentence ? 
What adverb and adverbial phrase modify the infini- 
tive to study? 

In the sixth sentence, what is the infinitive ? To 
become what ? Man is the object of the infinitive 
to become. What adjectives modify man f An infini- 
tive ma,y have an object. 

An infinitive with its modifiers and other words 
belonging to it form an Infinitive Phrase. 

457. The infinitive, or the infinitive phrase, may be 
used as a noun, an adjective or an adverb. 
1. As a noun — 

Subject of the sentence : — 
To be deceitful is unmanly. 



To be I deceitful 



is \ unmanly 



To be healthy, happy and useful is our first duty. 

Object complement: — 

We do not like to see a lazy man. 
The boy ivishes to become a doctor. 
/ have tried to learn my lessons well. 
We desire to learn about the great peoples of the 
world. 

Attribute complement : — 

My wish is to do right. 

His work ivas to carry water for his mother. 



288 



ADVANCED ENGLISH 



Appositive modifier : - 
It is easy to criticise. 



(to criticise\ 
It [— —J 



is \ easy 



It was necessary to build a new house. 

It is wise to consider both sides of a question. 

With a noun or a pronoun in a phrase used as the 
object complement : — 

lie wanted me to go. 



He | wanted 



We asked Juan to come. 

Juan | to come 
We I asked 



Teacher told Marta to study her lesson. 

I wished my sister to give the mango to me. 

In the above sentences, me names the person who 
is to go. Me to go is the whole object complement. 
Juan is asked to do the action named by the infini- 
tive to come. To study her lesson names the action 
which Marta is told to do. To give the mango to me 
names the action which my sister is desired to do. 



GRAMMAR AND COMPOSITION 289 

The infinitive phrases in these sentences do not 
modify the words me, Juan, Marta and my sister, but 
only name the action which they are to do. 

2. As an adjective: — 
We have good water to drink. 

We I have \ water 



good 



All the sentences to be analyzed are short. 
My attempt to write a poem was not successful. 

3. As an adverb : — 
We are sorry to go. 

We I are \ sorry 



| to go 

I am too tired to study now. 

Lucia went to visit her cousin. 

I went to the market to buy a new hat. 

458. Write sentences, using infinitive phrases as : — 
subject adjective 

attribute complement adverb 
appositive modifier object complement 

Diagram and analyze each of these sentences. Tell 
how each infinitive, or infinitive phrase, is used. 

1. Tomas expects to be promoted. 

2. I came here to learn English. 

3. I am very glad to hear of your marriage. 

4. The old woman has mangoes to sell. 

GIBBS' ADV. ENG. 19 



290 ADVANCED ENGLISH 



.). 



I asked teacher to visit us next week. 

6. Father told you to go at once. 

7. Mother wanted me to buy a fan for her. 

8. It is a sin to be deceitful. 

9. The pupils have a long lesson to be learned. 

10. Come to see me. 

11. Try to come early. 

12. We wished to stop at Hongkong. 

13. The captain would not allow us to go ashore. 

14. The ship was to be built of steel. 

15. My sister went to the market to buy some iish. 

16. I should like to see the flying lemur. 

17. It was very difficult to catch the ball. 

18. I expect to go to America. 

19. Mother does not wish me to go to America. 

20. I am very anxious to go to America. 

21. Father favors my wish to go to America. 

22. It is my desire to go to America. 

23. To be doing something useful is my delight. 

24. To do your best is to do well. 

459. The word to is usually omitted after the fol- 
lowing verbs : — 

let, dare, bid, make, see, hear, feel, need, help. 

We dared not #0. You need not hurry. 

Let him come. Hear him whistle. 



(x) go 



We I dared 



(you) i Hi or 



him I ( x ) whistle 



Analyze and di-agram each of these sentences. Tell how 
each infinitive is used. 



GRAMMAR AND COMPOSITION 291 

1. Kindly help me find my handkerchief. 

2. I could feel the rain fall on my head. 

3. We heard Ana play on her piano. 

4 . I did not see the man jump into the water. 

5. He dared not jump. 

6. I felt my hands tremble. 

7. You need not look for the penny. 

8. Teacher let him go home. 

9. Did you hear me sing ? 

10. Did you see the bird fly ? 

11. Did you feel the house shake ? 

12. The officer made the lazy man work. 

460. Copy these sentences, writing an infinitive, or an 
infinitive phrase, in place of each blank. Tell how each 
infinitive is used. 

1. Teacher promised 

2. We heard him 

3. The boys like 

4 is healthful. 

5 is right. 

6. It is wise 

7. It is wrong 

8. You need not 

9. • The boys dared not 

10. I was too tired . 

11. The woman went to the market 

12. The man was trying 

13. The ground was too dry 

14. My wish was 

15. Father told my brother . 

16. I ought 

17. I should like 



292 ADVANCED ENGLISH 

18. It is not easy 

19. They paid him five dollars 

20. I wish to ask him 

Composition 

461. Write sen! cures in which these verbs shall be fol- 
lowed by infinitives without tJie to . — 

/saw you get the pencil. 

1. bid 3. feel 6. let 7. need 

2. dare 4. hear 5. make 8. see 

462. Write five sentences, in each of which an infini- 
tive phrase shall be used as a noun. 

463. Write five sentences, in each of which an infini- 
tive phrase shall be used as an adjective. 

464. Write five sentences, in each of which <m infini- 
tive phrase shall be used as an adverb. 

465. Copy these sentences, changing the participial 
phrases into infinitive phrases: — 

1. Being poor is inconvenient. 
To be poor is inconvenient. 

2. I like reading history. 

3. We began spending money. 

4. Telling lies is wrong. 

5. Teaching the young may become a delightful occu- 

pation. 

6. Being proud of one's learning shows the greatest 

ignorance. 

466. No word should be inserted between to and the in 
finitive. 



GRAMMAR AND COMPOSITION 293 

I will try to write the sentence clearly, or I will try clearly 
to write the sentence. 

Not, I will try to clearly write the sentence. 

Copy the sentences, inserting an adverb to modify each 
verb : — 

1. I wish to return home. 

2. Our teacher requested us to be honest. 

3. He tried to assist you. 

4. To write is a difficult task. 

5. To walk is excellent exercise. 

6. He promised to do better. 

7. We wish our purses to be empty. 

467. .Biography. The story of a person's life, when 
written by another person, is called a Biography. 

1. Copy the following biography : — 

Benjamin Franklin 

Benjamin Franklin was born in Boston in 1706. His 
father was a poor soap and candle maker. Benjamin was 
the youngest of seventeen children. 

Benjamin went to school only two years. He was very 
fond of study and by going without meat saved enough 
money to buy a few books. 

He did not like making candles, so his father put him in 
a printing office to assist his brother James. But his 
brother treated him meanly, and when he was seventeen 
years of age, he decided that he would go to Philadelphia. 

He had saved enough money to pay his passage from 
Boston to New York on a sailing vessel. From New 
York he walked across New Jersey to Philadelphia, 
where he hoped to find profitable work. 



294 ADVANCED ENGLISH 

He arrived in Philadelphia with only a silver dollar and 
a small copper coin. He walked down the main street 
with his pockets stuffed with his extra shirts and stock- 
ings. He was eating a roll of bread and carrying two 
other rolls under his arm. A young lady, who afterwards 
became his wife, stood at her father's door and laughed as 
he passed. He soon obtained work as a printer and was 
very successful. 

Later, led by promises of help from a false friend, he 
went to London. Here he soon found himself without 
money in a strange land. He went bravely to work and 
made a living and new friends. 

He afterwards returned to Philadelphia and started a 
newspaper. In 1732, he published " Poor Richard's Al- 
manac," which for twenty years was widely read in 
America and Europe. The good advice and wise sayings 
of Poor Richard are familiar to this day. 

When he had made a fortune, Franklin retired from 
business and devoted himself to scientific studies. He 
discovered that lightning is a form of electricity. He in- 
vented lightning rods to protect buildings from lightning. 

Franklin was a loyal and fearless patriot. In England 
he ably defended the rights of his countrymen. He helped 
prepare the Declaration of Independence, and was one of 
its signers. 

When he went to France as American ambassador, he 
was honored for his wit, dignity, genius and charming 
conversation. He won for his country the respect and rec- 
ognition of Europeans. 

For three years he was governor of the State of Penn- 
sylvania. He gave his salary of thirty thousand dollars 
to found libraries, to encourage education and to make 
public improvements. 



GRAMMAR AND COMPOSITION 295 

In his eighty-second year he was a member of the con- 
vention which prepared the Constitution of the United 
States. When he died, in 1790, twenty thousand persons 
gathered to honor his memory. 

2. Make an outline of this biography. 

3. Reproduce the biography from memory. 

4. Write the biography, using your outline. 

468. Write a biography, using this outline; — 

Christopher Columbus 
I. Birth. 

1. Genoa, Italy, 1436. 

2. Father, a poor wool-comber. 

II. Early life. 

1. At school, studied arithmetic, geography, as- 

tronomy and Latin. 

2. Assisted his father at home in preparing wool 

for the weavers. 

3. Looked at ships from the wharf. Wanted to 

be a sailor. 

4. Became a sailor at fourteen. Experiences. 

Returned to Lisbon. Married. Drew maps. 

III. Plans of reaching India. 

1. Columbus learns about the world. 

2. Small part of world then known. 

3. Riches that came from the East. 

4. Desire to reach the East by water. 

5. Columbus's plan of sailing west. 



296 ADVANCED ENGLISH 

IV. Attempts to get help to carry out his plans. 

1. Asks the King of Portugal. 

2. Goes to Spain. Tries to persuade the king, 

but fails. Assisted at a convent. His re- 
ception. How Queen Isabel assisted him. 

V. His first voyage. 

1. Date of sailing. Ships and crew. 

2. Events of the voyage. The stop at the Ca- 

nary Islands. Fears of the sailors. The 
signs of land. 

3. The discovery of land. A light at night. 

Land, Oct. 12, 1492. 

4. The landing. Giving thanks. The people or 

Indians. 

5. He discovers other islands. 

6. Return voyage. 

7. Reception at Palos and Barcelona. 

VI. The last voyages. 

1. Three other voyages. 

2. His belief about the new lands. 

3. Arrest. Return in chains. 

VII. Old age. 

1. Poor. Discouraged. Death. 

2. Burial in San Domingo. 

Before writing, study the story of the life of Columbus 
in your history. 

Participles 
469 . Head these sentences : — 
1. A word used as a name is called a noun. 
'2. We saw a girl playing with a kitten. 



GRAMMAR AND COMPOSITION 297 

What is the subject and the predicate of each of 
these sentences? What are the modifiers of ivordf 
Of girl ? What phrase modifies used f Playing f 

The words used and playing are forms of verbs. 
Each modifies a noun like an adjective. Each is 
modified by an adverbial phrase like a verb. Used 
and playing are used both as adjectives and as verbs. 
They are called Participles. 

3. Flying kites is fun. 

4. He was punished for disobeying his father. 

What is the subject of the third sentence ? The 
participle flying is a part of the subject. It also 
has the object kites. Flying is used partly as a noun 
and partly as a verb. What is the object of for? 
What is the object of disobeying f The participle 
disobeying as a noun is the object of the preposition 
for, and as a verb has the object father. Participles 
are sometimes used both as nouns and as verbs. 

5. The boy, having learned his history lesson, began 
studying his geography. 



boy began 



studying \ geography 
his 



The 



having learned \ lesson 



his 
history 



In this sentence, having learned is a participle. Like 
a transitive verb, it has an object, lesson, and like an 



298 ADVANCED ENGLISH 

adjective, it modifies the noun boy. Studying also is a 
participle, because it is used as a noun and a verb ; as 
a noun, it is the object complement of began, and as 
a verb, it has an object, geography. 

(Review Section 12a) 

A Participle is a form of the verb used generally as a 
noun, or as a verb and an adjective. 1 

Groups of words, like having learned his history 
lesson, that contain a participle and its modifiers or 
words related to it, are called Participial Phrases. 

470. The participle, or the participial phrase, may 
be used in various ways — 

1. As an adjective: — 

The hat worn by the man was black. 
Being tired, I sat doivn on the river bank. 
He found me sitting there. 

2. As an adverb: — 

He came into the village riding on a carabao. 

The mountain streams went babbling by. 

The little farm was seen stretching back over the lowlands. 

3. As the subject of a sentence: — 
Reading good books is a good occupation. 

My going to college next year is very uncertain. 

1 Some authors confine the term Participle to those forms of the verb 
used as a verb and an adjective, like having learned, used and playing in 
the above sentences. They prefer to call those forms used as nouns and 
verbs, like studying, flying and disobeying in the above sentences verbal 
nouns or gerunds. The subject is simplified and made more easily com- 
prehensible by including both uses of the verb under the term participle. 
This classification has the sanction of good authority. 



GRAMMAR AND COMPOSITION 299 

4. As an object complement: — 

We must avoid speaking English carelessly. 
We tried catching frogs at night by torchlight. 

5. As an attribute complement: — 

My work now is studying grammar. 
His occupation was picking coffee. 

6. As object of a preposition: 

Mr. Sandico is fond of hunting deer. 
I came away after hearing the news. 

7. With a nominative absolute: — 

Everything being nearly ready, we started. 
Anda being absent, Leon rang the bell. 

471. Diagram and analyze each of these sentences. 
Tell whether each participle is used as an adjective and 
a verb, or as a noun and a verb- 

1. Studying grammar is my present occupation. 

2. Paddling a banca is good exercise. 

3. The Agno River, by overflowing its banks, has 

made a large flood plain. 
. 4. The boy was punished for telling a lie. 

5. Words asserting action are called verbs. 

6. Trying to do right is doing right. 

7. We can often injure a person by praising him too 

much. 

8. The carpenter was paid for building the house. 

9. We succeeded in catching five large fish. 



300 



ADVANCED ENGLISH 



10. The man, smoking a cigarette, walked slowly along 

the road. 

11. Cigarettes are made by rolling finely cut tobacco 

in small pieces of paper. 

12. We saw the carabaos swimming in the water. 

472. A possessive noun or pronoun sometimes 
modifies the participial phrase. 

Diagram and analyze each of these sentences. Tell the 
possessive nouns or pronouns used to modify tJte ]j<irti- 
cipial phrases. 

1. Jose's running away displeased his parents. 

running 

displeased \ parents 



| away 



JosPs 



his 



Joses is a possessive noun, modifying the participial 
phrase used as subject. 

2. We had heard about the man's catching a large tur- 
tle in his net. 



We 


had heard 


catching t 








about 1 


urtle 




1 in | net 


a 




| his 


large 







the 



GRAMMAR AND COMPOSITION 301 

Mans is a possessive noun, modifying a participial 
phrase used as object of the preposition about. 

3. Your writing the letter so carefully secured the 

position. 

4. Marta's reciting the lesson so well pleased her 

teacher. 

5. Justo was praised for his having done his work so 

neatly. 

6. Your losing the peso will prevent your buying a 

new pair of slippers. 

473. Some words formed from verbs are used only 
as nouns or adjectives. 

A slate, broken into pieces, lay on the floor. 
On the floor lay a broken slate. 

In the first sentence, broken is a participle used as 
an adjective to modify slate and as a verb it is modified 
by the adverbial phrase into pieces. In the second 
sentence, broken is an adjective, telling the kind of slate. 

Singing is good exercise. 

The singing lesson was difficult. 

Singing a song, the man floated down the river. 

In the first of these sentences, singing is a noun. 
It is the name of an action. In the next sentence, 
singing is an adjective, and in the last sentence, it is 
a participle used to modify man and having the object 



305 



ADVANCED ENGLISH 



In these sentences, tell which of the words underlined 
are participles, and which are nouns or adjectives: — 

1. The smoking of tobacco is injurious to many people. 

2. I see Carlos running with all his might. 

3. Running is good exercise for young people. 

4. It is easy to fall from a running horse. 

5. Rapid eating is unhealthful. 

6. Working without thinking does not often win 

success. 

7. By working carefully and thinking hard, we shall 

surely progress. 

8. A rolling stone gathers no moss. 

9. A little girl, crying for her mother, wandered 

about the market. 

10. Lost time can never be found again. 

11. Making promises is not so good as keeping them. 

12. I saw a smiling face at the window. 

13. I enjoy reading your letters. 

14. Reading and writing are important exercises. 

15. She has two reading books and one writing book. 



474. The participle has three forms, as follows: — 

Present Participle Past Participle Perfect Participle 



seeing 


seen 


having seen 


hearing 


heard 


having heard 


learning 


learned 


having learned 


fighting 


fought 


having fought 


breaking 


broken 


having broken 



GRAMMAR AND COMPOSITIOX 303 

singing sung having sung 

earning earned having earned 

The present participle denotes action as continu- 
ing. It is used in the progressive form of the verb. 

(See Section 431.) 

The past participle expresses completed action : — 

The lesson is learned. 

i" have a 'pencil sharpened at both ends. 

The perfect participle represents the action as just 
completed at the time : — 

The boys, having learned their lessons, went out to play. 
Having written the letter, I put it in the envelope. 

475. The Present Participle is always formed by 
adding ing to the verb : ivork, working ; play, 
play-wig; read, read-ing. 

Rules of spelling when adding ing : — 

1. When a verb ends in e after a consonant, the e is 
omitted : — love, lov-ing ; make, mak-ing ; ivrite, writ-ing. 

2. A verb ending in e not after a consonant does not 
omit the e : — see, see-ing ; hoe, hoe-ing ; dye, dye-ing. 

3. When a word of one syllable ends in a consonant 
with a single vowel before it, the consonant is doubled : 
— rob, robb ing ; bud, budding ; run, runn-ing. 

4. If the last syllable of a verb of more than one syl- 
lable is accente'd, and the syllable ends in a consonant with 



304 



ADVANCKD KMiLISH 



a single vowel before it, the consonant is doubled: — rebel, 
rebell-ing ; commit, committ-ing. 

But if the last syllable is not accented, the final conso- 
nant is not doubled: — trav 1 el, trav'el-ing ; offer, offer- 
ing ; pros' per, pros' per -ing . 

Write the present participles of the following verbs ; — 



break 


steal 


swear 


fly 


buy 


speak 


grow 


slide 


rise 


hang 


weave 


give 


shake 


flee 


strike 


drive 


agree 


shoe 


put 


hie 


spin 


cut 


knit 


swim 


shed 


begin 


admit 


compel 


equip 


dispel 


model 


travel 


lie 


differ 


tie 



476. Tell the present participles in Sections .'+] L and 
472, and how each is used. 

477. The Perfect Participle is formed by prefixing 
having to the past participle. 

Write the perfect participles of tlie following verbs 
and use them in sentences: — 



plow- 
drive 



dye sow fall lay 

play catch hang ring 

(Review Regular and Irregular Verbs, Sections 378 to 384.) 



go 

fly 



Composition 

478. Copy these sentences, expanding tlie participial 
phrases to adjective clauses : — 

1. The flowers blooming in the garden smell sweet. 
The floivers that are blooming in the garden smell siveet. 



GRAMMAR AND COMPOSITION 305 

2. The girl playing on the piano is my sister. 

3. The fire burning on the mountain was lighted by 

the Negritos. 

4. The dog barks at some children passing the house. 

5. We saw a drove of carabaos bathing in a stream. 

479. Copy these sentences, changing the participial 
phrases to adverbial clauses : — 

1. We must make complete statements when writing 

answers to examination questions. 

2. After studying our history, we worked in the 

school garden. 

3. I have been very busy since receiving your letter. 

4. We went to the market before going to school. 

5. While crossing the river, my hat fell into the 

water. 

480. Autobiography. The story of a person's life 
when written by himself is called an Autobiography. 

1. Write a story of your life, using the following out- 
line. 

I. Birth. 1. Date. 2. Place. 3. Your parents and 
their circumstances. 

II. Your childhood. 1. Who cared for you. 2. In- 
teresting incidents that you remember ; such as, (a) Sick- 
ness ; (6) Accidents ; (<?) Movings ; (d) Companions ; 
(e) Games, etc. 

III. School life. 1. When you began. 2. What you 
studied. 3. Describe the school ; (a) The building ; 
(5) The teacher and his or her methods ; (c) The pupils : 

GIBBS' ABV, ENG. 20 



306 ADVANCED ENGLISH 

(d) The games; (e) Their effects on you. 4. Interest- 
ing events in your school life. 

IV. Your present life. 1. Your present occupations. 
2. Your home conditions. 3. Your hopes for the future. 

2. Suppose that you were General Andrew Jackson. 
Write an outline of an autobiography of your life. 
Then write the autobiography. Read the story of his 
life in your history. 

REVIEW 

1. Change each of these sentences to the interrogative 

form : — 

Horses eat zacate. Rice grows in wet soil. 
The house was not built of sticks and straw. 

2. Write each of these sentences in the negative form: — 

My mother pounds the rice. 
He sings. He rides on a horse. 
The man who labors, rests well. 

Write each of these sentences also in the interrogative 
negative form. 

3. What is an infinitive ? In what ways may infinitive 

phrases be used in the sentence ? What word is 
usually placed before a verb in the infinitive form ? 
After what words is the word to usually omitted? 

4. What is a participle ? How are participles used ? 

5. Write a short composition, telling what you would do 

with one thousand dollars, if it were given to you. 
Tell what infinitives or participles you have used. 
Parse each verb. 



GRAMMAR AND COMPOSITION 307 

THE ADJECTIVE 

481. An Adjective is a word used to modify the 
meaning of a noun or a pronoun : — 

the red ball, an old lame man, this open book. 

(Read again Section 23.) 

Classes of Adjectives 
descriptive adjectives 

482. Read these sentences : — 

1. The air was fresh and cool. 

2. The old brown hat was lost. 

3. The high mountain was hidden by the dark clouds. 

What are the adjectives in these sentences ? The 
adjectives fresh, cool, old, or own, high and dark are 
used to describe persons or things. They are called 
Descriptive Adjectives. 

4. The Japanese army defeated the Russian army. 

5. A Filipino band and an American band were playing. 

The words Japanese, Russian, Filipino and Am- 
erican are descriptive adjectives. They are derived 
from the proper nouns Japan, Russia, America and 
Filipino. They are called Proper Adjectives. Proper 
adjectives begin with capital letters : — 

Chinese flag Moro spear French silk 

Igbrot woman German ship Tinguian blanket 

A Descriptive Adjective is an adjective that tells some 
quality of the person or thing represented by the noun or 
pronoun that it modifies. 



'.08 



ADVANCED ENGLISH 



483. Use the adjectives in these lists to describe: 



1. book 


2. jar 


3. flower 


4. river 


thick 


smooth 


fragrant 


shallow 


interesting 


round 


wild 


muddy 


long 


brown 


variegated 


sparkling 


heavy 


brittle 


cultivated 


winding 


torn 


broken 


odorless 


swift 



484. Some descriptive adjectives are used also as 
nouns. 

The good shall prosper, but the wicked shall perish. 

The poor often become slaves to the rich. 

The wise shall govern, and the ignorant shall serve. 

Use each of these words in sentences, first as a de- 
scriptive adjective, and second as a noun: — 

1. pure 3. upright 5. curious 7. cultured 

2. strong 4. noble 6. young 8. beautiful 

Limiting Adjectives 

485 . Read these sentences : — 

1. I ate two mangoes and one orange. 

2. The Hrst boy was Tomas, the second boy was Frank. 

3. This flag is made of silk, that flag is made of cotton. 

4. I will have some rice, another chieo, and more cocoa. 

In these sentences, the words one, two, the, first, 
second, this, that, some, another and more are adjec- 
tives, because they modify the meaning of nouns. 
They do not describe. One and two modify by tell- 
ing the number of things spoken of. First, second, 
this and that show or point out the person or thing 



GRAMMAR AND COMPOSITION 309 

spoken of. Some, more and another tell how many, or 
the quantity of the thing spoken of. These adjec- 
tives are called Limiting Adjectives. 

A Limiting Adjective is an adjective that tells or limits 
the quantity or number of the persons or things represented 
by the noun or pronoun that it modifies. 

486. The following words are the most important 
limiting adjectives. 

Use each of these adjectives in a sentence : — 

this other many 

that any few 

these such much 

those both most 

either same enough 

neither another what 

more no which 

487. Most of the adjective pronouns are used also 
as limiting adjectives. 

(Review Adjective Pronouns, Section 316.) 

Use each of these zuords in sentences, first as a limit- 
ing adjective, and second as a pronoun : — 

each Each girl held out her hand. 

I gave a rose to each. 

1. some 3. this 5. little 7. any 9. these 

2. more 4. that 6. another 8. many 10. other 

488. The limiting adjectives this, that, these and 
those are used to point out the person or thing- 
named by the nouns that they modify. They are 
called Demonstrative Adjectives. 



one 


a 


two 
three 


an 
the 


four, etc. 


each 


first 
second 


every 
all 


third, etc. 


some 



310 ADVANCED ENGLISH 

This pen in my hand is mine, but that pen over there on 
the desk is yours. 

These books are mine, but those on the desk arc yours. 

This and that are used to modify singular nouns. 

These and those are used to modify plural nouns. 

This slate and these books in my hand are mine. 

That book and those pencils on the table are yours. 

This and these are used when speaking of persons or 
things nearer to the speaker. 

That and those are used when speaking of persons or 
things farther from the speaker. 

1. Use this, that, these and those in sentences about 
the persons and things now around you. 

2. Copy these sentences, writing this, that, these or 
those in place of each blank: — 

1. Please come and look at ... . picture. 

2 ships are a mile away ship without 

sails is a steamship. 

3. For how much will you sell .... fishes ? 

4. How much do you want for those in ... . basket ? 

5. I want twenty cents for ... . one, and five cents 

each for .... black fishes in ... . basket. 

6 boys in the boat go to my school. 

7 boy with the paddle in his hand is Martin. 

8 little clouds look like feathers. 

489. Which and what may be used as limiting ad- 
jectives. They are used to ask questions : — 

What lesson are you studying? 
On what page is the lesson ? 
In which hand do you hold the pen? 
Which boy is your brother? 



GRAMMAR AND COMPOSITION 311 

Which and what are used also as interrogative pro- 
nouns and as relative pronouns. 

(Read Sections 300 and 309.) 
Write sentences, using which and what : — 

1. As adjectives. 

2. As interrogative pronouns. 

3. As relative pronouns. 

490. The limiting adjectives much, little, a little, 
more, enough are used to tell quantity, or hoiv much: — 

The farmers raised much rice this year. 

They cultivated more land this year than last year. 

I have enough money to buy a hat. 

The farmer has little money but much rice. 

Have you any money ? I have a little money. 

A little has the same meaning as some : — 
There is a little (or some) water in the jar. 
Use each of the above adjectives in five sentences. 

491. The limiting adjectives many, few, a few re- 
fer to the number, or how many. 

Few means a small number, or hardly any. 
A few means some. 

But few men always do their best. 

I have a few good boohs. 

Many people never try to improve. 

Many oranges are on the tree. 

Use each of the above adjectives in five sentences. 

The limiting adjectives one, two, three, etc., and 
first, second, third, etc., also refer to number and are 
called Numeral Adjectives. 



312 



ADVANCED ENGLISH 



Composition 

492. Opposites. The following adjectives are called 
Opposites. In each group, the first adjective has a 
meaning opposite to the meaning of the second ad- 
jective. 

Use each group in a sentence : — 

Example. — large — small.- 

My brother wears a very large hat, but I wear a small 



bad — good 
beautiful — ugly 
black — white 
clean — dirty 
clever — stupid 
diligent — lazy 
dull — sharp 
few — many 
foolish — wise 
high — low 
large — small 



light — dark 
left — right 
little — much 
light — heavy 
cold — warm 
coarse — fine 
full — empty 
well — ill 
hard — soft 
rough — smooth 
deep — shallow 



wide — narrow 
happy — unhappy 
pleasant — unpleas- 
ant 
kind — unkind 
true — untrue 
ripe — unripe 
sweet — sour 
learned — ignorant 
thick — thin 
solid — hollow 



493. Description. 

1. Copy this description and life history of 

The Dragon Fly 

The dragon fly is a beautiful insect. It can be seen 
almost any day, flying about moist places. The body and 
wings are often brilliantly colored. During the day tin- 
dragon fly is very active. 



GRAMMAR AND COMPOSITION 313 

The dragon fly has a large head, on which are two 
large compound eyes, and a pair of short antenme. Its 
strong jaws are covered by upper and lower lips. Its 
jaws may be extended so as easily to catch flies or mos- 
quitoes, which are its chief food. 

On the middle part of its body, which is called the 
thorax, there are six legs and two pairs of wings. The 
wings are large, thin and lacelike, but they are very 
strong. They are long and nearly equal in length. 
They enable the dragon fly to move very rapidly. When 
the insect is at rest, the wings are not folded up like 
those of a beetle or a butterfly, but they remain extended 
and ready for use. 

The third part of the body is called the abdomen. It 
is long and slender. Because it is so long, the dragon fly 
has been called "The Devil's Darning Needle." It does 
not contain a sting, as some people think. When laying 
its eggs, it curves its abdomen and puts the end under 
the surface of the water. 

The egg hatches in the water. From it comes a small 
water insect, with six legs, strong jaws and a long body. 
It is called the nymph of the dragon fly. The nymph is 
always very hungry. It eats many mosquitoes and other 
insects, living in the water. As it grows larger, its skin 
becomes too tight, and soon splits open down the back. 
The nymph then comes out in a new coat. 

When the nymph has been in the water a few months, 
it crawls up a stem or leaf out of the water. Then its 
skin or coat splits open the last time, and the adult 
dragon fly comes out, dries its wings and flies away. 

The dragon fly is a very useful insect. During its life, 
both in the air and in the water, it is a large eater, and it 
eats mainly mosquitoes, flies and other injurious insects. 



314 ADVANCED ENGLISH 

2. Make a list of the adjectives used in the above 

description. 

3. Make an outline of tJie description of the Dragon 

Fly. 

494. Copy the following lists of adjectives that may 
be used to describe an insect: — 

Body — three-parted, long, short, segmented, smooth, 
hairy, colored. 

Head — large, flat, round, colored, long. 

Antennae — long, short, feathered, jointed, straight, 
curved. 

Eyes — large, simple, compound, colored, protruding. 

Wings — large, long, short, triangular, oblong, gauzy, 
lacelike, double, single, folded, flying, deli- 
cate, hard, transparent, colored. 

Legs — long, short, jointed, large, smooth, hairy. 

Abdomen — long, short, round, oval, pointed, flat, 
segmented. 

495. Write a description of a Ch'asshopper, using the 
following outline: — 

I. General appearance — size, color, form. 
II. The head. 

1. General shape. 

2. Antennae — number, shape, length. 

3. Eyes — kind, position. 

4. Mouth — position, lips, jaws. 

5. Neck — short. Head not freely movable. 

III. Thorax. 

1. Thick cover, called the saddle. 

2. Legs — three pairs; jointed, differences in 

size. Uses of larger and smaller legs. 



GRAMMAR AND COMPOSITION 315 

3. Wings — two pairs; the cover wings, color, 
length, use; the flying wings, color, length, 
folded under cover wings, extended in flying. 
IV. The Abdomen. 

1. Length. 

2. Number of segments. 

3. The breathing pores or spiracles. 

4. The egg depositor at the end. 

Before writing this description, examine a grasshopper in 
reference to all the topics mentioned in the outline. Use 
drawings to illustrate your composition. 

THE ARTICLES 

496. The limiting adjectives a, an and the are 
sometimes called Articles. A, or an, is called the 
Indefinite Article, for it does not limit the meaning 
of a nonn to any particular person or thing : — 

A man means any one man. 
An orange means any orange. 
A red hall means any red hall. 

A is used before words beginning with a consonant 
sound : — 

a hat a nipa swamp 

a man a bamboo chair 

a large eagle a little old man 

An is used before words beginning with a vowel, 
or a vowel sound : — 

an ox an old man 

an orange an easy lesson 

an hour an object 



316 ADVANCED ENGLISH 

Copy these words, writing an or a in place of each 

blank : — 

. small woman .... honest (Aonesf) man 

. young man . . . . useful (yuafuV) thing 

. wise father .... excellent lesson 

. white owl .... jar of water 

. open door .... empty jar 

. bancaand .... oar .... edible bird's nesi) 

497. The is called the Definite Article, because it 
limits the meaning of the noun to some particular 
person or thing : — 

The man on the white horse is my father. 
In this sentence, the speaker refers not to a man, 
but to a particular man whom he points out as being 
on a particular horse, the ivhite horse. 
The house that I live in is large. 
A house that I live in is large. 

The first sentence means that the particular house 
in which I live is large, but the second sentence 
means that one of the houses in which I live is large, 
while the other, or others, may be small. 

The is used before nouns that are the names of 
peoples : — 

the Americans the Spanish the Negritos 

the Filipinos the French the 3Ioros 

the Chinese the Hindus the Visa// a us 

The is used before some adjectives used as nouns : — 
the young the old the sick 

the true the good the wounded 

the rich the poor the strong 



GRAMMAR AND COMPOSITION 317 

498. A, an or the is omitted before nouns used in 
a very general meaning, and before titles : — 

Time is money. Goodness is better than riches. Health 
is wealth. Arithmetic is a useful study. He was made 
captain and then elected president. 

499. Read these sentences: — 

1. I have a red, a white and a blue flag (three flags'). 

2. I have a red, white and blue flag {one flag). 

3. The blind and lame man asked for a drink (one 

man). 

4. The blind and the lame man asked for a drink (two 

men). 

The first sentence means that I have three flags, a 
red flag, a white flag and a blue flag. To show that 
three flags are spoken of, the article a is used before 
each adjective, a red, a white and a blue. In the 
second sentence, only one flag, having three colors, 
is spoken of. 

In the third sentence, only one man, who is both 
blind and lame, is spoken of ; but in the fourth sen- 
tence, the use of the before lame shows that two men 
are spoken of. One man is blind and the other is 
lame. 

A. an or the is used only before the first of a number of 
adjectives when these adjectives describe the same object, 
or objects : — 

a red, white and blue flag an old lame man 



318 ADVANCED ENGLISH 

yf, an or the is used before each of a number of adjec- 
tives when each adjective refers to a different person or 
thing : — 

the red, the white and the blue flag 

a lame and a blind man 

A or an is omitted before nouns denoting the whole 
class : — 

what kind of horse (not of a horse) 
what sort of cloth 
what style of hat 
what kind of food 

Write sentences, using a, an and the with tlxese adjec- 
tives with reference, first, to only one person or tiling, and 
second, to separate persons or things: — 
red and blue 

A red and blue pencil is on the floor. 

I have tivo pencils, a red and a blue pencil. 

yellow and sweet young and strong 

black and white wooden and stone 

500. Copy these sentences, writing a, an or the in place 

of each blank : — 

1. I have .... aunt, .... uncle and .... cousin 
living in the city. 

2 Pampanga River flows through .... wide 

fertile valley. 

3 mountain is higher than .... hill. 

4 lady spoke to me. Was she .... Ameri- 
can or ... . English lady? 

5 Chinese and .... Japanese belong to .... 

yellow race. 

6 rich must aid .... poor. 



GRAMMAR AND COMPOSITION 319 

Composition 
501. Description 

1. Make an outline of this description; — 
A Merchant's House 

The merchant's house is in a large garden on the level 
of the street. The entrance is through a gate about three 
meters wide, and along a pathway about twenty meters 
long, which is covered with a roof of straw. On each 
side of the walk there are seats. They are shaded by 
the broad leaves of banana trees, which grow on each side 
and keep the garden quite cool. 

At the end of the walk, a broad stone stairway leads 
to a large hall, with two little bedrooms on one side, and 
a dining room and a kitchen at the end. The large hall 
is the living room of the house. It is on the north side, 
and its wide windows admit the cool, fragant air from the 
garden. On the walls hang a number of large mirrors 
and a few paintings. In a corner stands a large clock, 
and on one side near a window are two rows of chairs, 
arranged for a social hour or the reception of a guest. 
The chairs are large and easy, and seem to invite repose. 

The dining room is entered through a wide, open door, 
across which is hung a portiere, made of bamboo and 
seeds of a grass growing on the mountains. The furni- 
ture of this room consists of a long table, spread with 
a cloth and set for the evening meal, and a number of 
chairs made of bamboo and rattan. 

In the kitchen the floor is made of bamboo. On one 
side there is a wide wall of bricks, on which fires are 
built. Upon the fires are jars, in which the family dinner 
is cooking. The first jar contains rice, the second has a 



320 ADVANCED ENGLISH 

fish stew, the third is full of boiled beans, and in the 
fourth there is a hash made of vegetables and pork. 

2. Make a list of the adjectives used in describing 
this house. Add to the list other adjectives thai might 
be used. 

3. Write, in a paragraph, a description of the room in 
which yoio are now. 

4. Write, in a paragraph, a description of tJte room in 
which you sleep. 

5. Write the names of the parts of a house. Write 
with each part five adjectives that ma// be used to de- 
scribe it. 

(See Section 494.) 

502. Write a composition entitled Our Sclioolhoiise. 

Describe: — 

Its position, size, height, kind of materials of which it 
is made, the rooms and their size and contents, the win- 
dows, doors, stairs, roof, floors and yard. 

Tell each adjective in your sentences, and what word 
each adjective modifies. Are the articles used correctly .' 

Comparison of Adjectives 

503. Bead these sentences: — 
1. Fabian is a tall boy. 

Marcos is an inch taller than Fabian. 



Lucio is half an inch taller than Marcos. 



Lucio is the tallest of the three boys. 
Mercedes is twenty -five years old. 
She is older than her sister and her brother. 
She is the oldest of the three. 



. GRAMMAR AND COMPOSITION 321 

3. Bananas are good, oranges are better, but mangoes 
are best of all. 

How is the word tall changed to express the differ- 
ence in the height, or degree of tallness, of Fabian, 
Marcos and Lucio? By what quality is Mercedes corn- 
pared with her sister and her brother ? How is the 
word old changed to express the differences, or degrees, 
of comparison? What fruits are compared? Are 
all these fruits good ? Which has this quality in the 
highest degree ? Which possess it in a less degree ? 
What words are used to express these differences, or 
degrees, of comparison ? 

This change in the form or use of adjectives, — 
tall, taller, tallest ; old, older, oldest ; good, better, best, 
— in order to show how much of a quality a person 
or thing possesses when compared with other persons 
or things, is called Comparison. 

Comparison is a change in the form or use of an adjective 
by which it shows that persons and things possess different 
degrees of a quality. 

There are three degrees of comparison : — 

the Positive — young, old, tall, good; 

the Comparative — younger, taller, older, better; and 

the Superlative — youngest, tallest, oldest, best. 

The Positive Degree is the simplest form of the ad- 
jective. It does not compare, but only expresses a 
quality: — 

good, bad, old, new, sick, well, careless, selfish. 

GIBHS' ADV. EXG. 21 



322 ADVANCED ENGLISH 

The Comparative Degree is used to show that one of 
two persons or things has more or less of a quality 
than the other : — 

better, worse, newer, older, more beautiful, less studious, 
hotter, more careless. 

The Superlative Degree is used to show that one of 
three or more persons or things has more or less of a 
quality than any of the others : — 

best, worst, most studious, least useful, most careless, 
happiest, prettiest, highest. 

THE COMPARATIVE DEGREE 

504. Bead these sentences : — 

1. Juan is taller than Leon. 

2. Luz6n is larger than Mindanao. 

3. Negritos are smaller than Tagalogs. 

In what degree is the adjective in eacli of these 
sentences ? How many persons or things are com- 
pared in each sentence ? With what syllable, or let- 
ters, does each adjective end ? What word follows 
each adjective ? 

Adjectives in the comparative degree generally end 
in er. R or er is added to the positive degree to form 
the comparative degree: ivise, miser: wide, wider; 
tall, taller; siveet, sweeter ; strong, stromjer. 

The word than is used after most adjectives in the 
comparative degree: higher than, ivider than, lower 
than, shiver than, hajopier than. 



GRAMMAR AND COMPOSITION 323 

4. Leon is more studious than Martin. 

5. The sampaguita is more beautiful than the ilang- 

ilang. 

6. The ilang-ilang is less beautiful than the sampaguita. 

7 . The ilang-ilang is not so beautiful as the sampaguita. 

In the fourth, fifth and sixth sentences, the adjec- 
tives studious and beautiful are used to compare per- 
sons, or things, although they do not end in r or er. 
The forms studiouser and beautifuler do not sound 
well, and so the comparative degree is formed by 
using the words more — than, less — than. The adjec- 
tives are used in their simplest forms, but are in the 
comparative degree. 

The seventh sentence expresses the same thought 
as the sixth sentence. Here the comparative degree 
is formed by the words so — as. The adjective is 
used in its simplest form, but is in the comparative 
degree. The words so — as are used in negative sen- 
tences : — 

A hill is not so high as a mountain. 
Negritos are not so large as Tagalogs. 

8. I am as old as you. 

9. The jar is as heavy as the basket. 
10. He is as poor as I am. 

In the above sentences, the words as — as are used 
to express the equal possession of a quality, or equal- 
ity. The adjectives old, heavy and poor are used in 
their simplest, or positive, form, and are in the posi- 



324 ADVANCED ENGLISH 

tive degree. In the negative form, however, when 
the words so — as are used, the adjectives are in the 
comparative degree: — 

I am not so old as you. 

The jar is not so heavy as the basket. 

He is not so poor as I am. 

11. Luis is larger than any other boy in my school. 

12. Luzon is larger than any other island in the 

Philippines. 

13. China is more populous than any other country of 

the world. 

14. The whale is larger than any other animal. 

With whom is Luis compared ? He is compared 
not with all the boys together, but with each boy 
separately. Luzon is compared with each of the 
other islands, China with each of the other countries, 
the whale with each of the other animals. 

The word other is used to show that the person 
or thing is compared with each individual in a group 
and not with the group as a whole. 

We cannot say 

Luis is larger than the boys in his class, 
for Luis is a member of his class, and he cannot be 
larger than himself. He must be larger than the 
other boys. 

505. Write sentences, using tJiese words to compare per- 
sons or things:— 

1. deeper than 4. sweeter than 

2. prettier than 5. better than 

3. happier than 6. less useful than 



GRAMMAR AND COMPOSITION 325 





7. so bright as 10. as large as 




8. so heavy as 11. so sharp as 




9. so strong as 12. so diligent as 




Composition 




506. Write sentences, or paragraphs, comparing: — 


1. 


A mountain and a hill. 6. A cocoanut palm and a 


2. 


A pond and a lake. banana tree. 


3. 


A boy and a man. 7. A carabao and a horse. 


4. 


Your mother and your- 8. Stone and wood. 




self. 9. Your house and the 


5. 


Your pencil and your schoolhouse. 




book. 10. Two birds. 



11. One boy with the other boys in your school. 

12. The carabao with the other animals in the Philip- 

pines. 

507. Write a composition about The Nipa Palm. 

Describe : — 

1. Its appearance. 2. Where it grows. 3. Uses of 
the leaves: how obtained, how prepared for roofing of 
houses, for sails, for mats, for bags. 4. How a nipa roof 
is made. 5. Use of the sap: how obtained, how made 
into alcohol, uses of the alcohol. 6. How nipa may be 
planted and cultivated. 7. The profits of raising nipa. 

Tell the tense of each verb used in your composition. 

THE SUPERLATIVE DEGREE 

508. Bead these sentences : — 

1. The largest city in the world is London. 

2. The most important product of Albay is hemp. 

3. The least happy boy in my school is Jaime. 



326 ADVANCED ENGLISH 

The descriptive adjectives iu these sentences arc 
in the superlative degree. The superlative degree is 
formed by adding st or est to the positive: large, 
largest ; long, longest ; or by using the words most 
or least before the adjectives compared: important, 
most important ; happy, least happy. 

4. The largest land animal is the elephant. 

5. The highest mountains in the world are the Hima- 

layas. 
The elephant is an animal, and it is compared with 
the animals on the land. The Himalayas are moun- 
tains, and they are compared with all the mountains in 
the world. In the superlative degree, one thing is 
compared with all the other things of the same kind. 

509. Write sentences, using these adjectives : — 

1. longest 4. tallest 7. heaviest 10. most fragile 

2. widest 5. youngest 8. bravest. 11. most useful 

3. strongest 6. smallest 9. slowest 12. least polite 

510. Adjectives of one syllable generally add to the 
positive r or er to form the comparative, and st or est 
to form the superlative : — 

Positive Comparative Superlative 

cold colder coldest 

wise wiser ivisest 

Write the comparative and the superlative degree of 
each of these adjectives : — 

bright high clear sweet wise 

long low deep thick bright 

fine sad smooth thin brave 

dear sharp rough noble kind 



GRAMMAR AND COMPOSITION 



327 



511. Some adjectives of two syllables ending in 
y, change the y to i before adding er or est : — 



Comparative Superlative 



happy 

funny 



happiiv 
funnier 



happiest 
funniest 



\\ rite the comparative and the superlative degree of 
each of these adjectives : — 



silly 
pretty 



angry 
muddy 



ugly 

lazy 



easy 
heavy 



512. Adjectives of more than one syllable are 
generally compared by the use of the adverbs more 
or less to form the comparative degree, and most or 
least to form the superlative degree: — 



Positive 


Comparative 


Superlative 


solid 


more solid 


most solid 


solid 


less solid 


least solid 


ugly 


more ugly 


most ugly 



Copy these adjectives. Write tlve comparative and the 
superlative degree of each : — 



beautiful 


studious 


pleasant 


difficult 


industrious 


foolish 


sorry 


careful 


useful 


unkind 


polite 


forgetful 


comfortable 


unwise 


obedient 


cheerful 


precious 


valuable 


fertile 


healthful 



513. A few adjectives are irregular in their com- 
parison. A list of the most important follows. 



328 



ADVANCED ENGLISH 



Copy, and learn to compare, these adjectives. 



Positive 


Comparative 


Superlative 


good 


better 




best 


bad 


worse 




worst 


ill 


worse 




worst 


little 


less 




least 


much 


more 




most 


many 


more 




most 


late 


later or 


latter 


latest or last 


far 


farther 


or further 


farthest or 

furthest 


near 


nearer 




nearest or next 


old 


older or 


elder 


oldest or eldest 



514. Some adjectives express a quality that cannot 
exist in different degrees : an empty jar cannot be 
more or most, less or least empty. The most important 
of these adjectives are the following : — 

chief naked empty right 

circular perfect equal first 

square straight extreme full 

dead second principal golden 



515. Copy these sentences, writing an adjective in 
place of each blank. Tell the degree of each adjective that 
you use. 

1. Mindanao is a . . . . island, but Luzon is ... . 

2. Gold is the of metals, but iron is 

the 

3. A pound of iron is as . . . . as a pound of feathers, 

but not so ... . 

4. I never tasted a . . . . mango than this. 



GRAMMAR AND COMPOSITION 329 

5. From Manila to Zamboanga is ... . than from 

Manila to Hongkong. 

6. The product of Occidental Negros 

is sugar. 

7. The .... people are not always the .... 

8. The months of December and January are .... 

than June and July. 

9. My teacher lives in a ... . house that stands in 

a grove of ... . palms. 
10. My .... sister is two years .... than I am. 

516. Write the degrees of comparison of each of these 
adjectives, if it can be compared : — 

noble full successful rough 

studious plentiful gentle distant 

tough oily idle sick 

joyful hot heavy dry 

Composition 

517. Write a composition, telling which is the more 
useful, the carabao or the horse. Give reasons. 

1. The carabao — strength — endurance — gentleness — 

work — milk — calves — leather — meat. 

2. The horse — speed — intelligence — care — work. 

Tell the comparative and the superlative degree of each 
adjective used in your sentences. 

518. Write sentences, stating how: — 

1. A spicier differs from an ant. 

2. A cocoanut palm differs from a banana tree. 

3. Silk cloth differs from cotton cloth. 



330 ADVANCED ENGLISH 

Write other sentences, telling in what respects these 
things are alike. 

519. Write a composition, nosing the following out line 
to describe A Carabao : — 

I . General appearance — size, color, skin, hair. 
II. Parts of the body. 

1. Head — horns, eyes. 

2. Neck — short, thick. 

3. Body — wide, strong shoulders and hips. 

4. Legs — short, strong. 

5. Tail. 

III. Behavior — liking for water, when long from 
water, gentleness, when mad, when wild. 

IV. Uses — work, milk, meat, hide, horns. 

520. Tell a story that you have learned about a carabao. 

521. Write a description of a horse, using an out line 

similar to that for the carabao in Section 519. 

Words, Phrases and Clauses used 
as Adjectives 

522. Some words, commonly used as nouns, may 
be used also as adjectives : — ■ 

a gold ring a paper hat velvet slippers 

cotton cloth a bamboo comb a stone house 

an iron box canvas shoes <i leather belt 

Write sentences, using tJiese words first as nouns and 
then as adjectives: — 

1. straw 3. mango .5. jusi 7. iron 9. silver 

2. bamboo 4. rice 6. abaca 8. steel 10. coppei 



GRAMMAR AND COMPOSITION 331 

523. A prepositional phrase may be used as an ad- 
jective : — 

The people of the barrio were gathering rice. 
The streets of the city were clean. 

(Review Section 74.) 

Write sentences, using these phrases as adjectives : — 

1. Of the boat. 5. Of wood. 

2. With a jar on her head. 6. Of a friend. 

3. On my desk. 7. In the tree. 

4. Of Pampanga. 8. Of China. 

524. An infinitive phrase may be used as an ad- 
jective : — 

Bread to eat and water to drink could not be found. 

The lesson to be learned is short. 

The mangoes to be sold are in the jar. 

My attempt to make a balloon was not successful. 

(Read again Section 457.) 

525. A participial phrase maybe used as an ad- 
jective : — 

Bogs desiring to succeed should persevere. 
Copg the ivords printed in italics. 
Cloth made of hemp is called sinamay. 
Words used as names are, nouns. 

(Read again Section 470.) 

Write sentences, using each of these participial phrases 
as an adjective : — 

1. Wearing a red shirt. 4. Made of buri palm. 

2. Carrying a basket. 5. Growing on the tree. 

3. Bathing in the water. 6. Filled with sugar. 



332 ADVANCED ENGLISH 

526. Clauses may be used as adjectives : — 

The house that Miguel built was burned. 
The mountains over which we passed were covered with 
forests. 

The boy whose father was killed lives on this street. 
A man who is honest and industrious will be respected. 

1. Read the sentences in Section 135 '. Tell tlte clauses 
used as adjectives and what noun or pronoun each 
modifies. 

2. Write ten sentences, each containing an adjective 
clause. 

527. Diagram these sentences. Tell what words, 
phrases and clauses are used as adjective modifiers. Tell 
what each modifies. 

1. The word Luzdn is from the Tagalog word 

lusong, which means the mortar in which rice is 
pounded. 

2. The Sierra Madre Mountains, which extend along 

the eastern coast of Luzdn, rise steeply from the 
sea. 

3. Central Luzon, which consists mainly of a large, 

nearly level plain, is the most thickly populated 
part of the Philippines. 

4. The Bagobos, who live in the mountains in Min- 

danao, weave excellent cloth. 

5. A nation that is composed of many peoples who 

speak different languages, cannot be a strong 
nation. 

6. The Mohammedans, who worship Mohammed in- 

stead of Christ, have a sultan, whose home is at 
J olo. 



GRAMMAR AXD COMPOSITION 333 

7. The first people who lived in these islands were 

the Negritos. 

8. All attempts to civilize the Negritos have failed. 

9. Some Gaddanes, living in a forest near my town, 

build their houses in trees. 
10. The people, driven from their homes by the 
pirates, built their towns farther from the shore. 

Composition 

528. Write a composition about Frogs. Describe: — 

1. Size — color — head — legs — feet — eyes — mouth 
— tongue. 2. Why the hind legs are stronger — why 
the feet are webbed. 3. Where frogs live — in the rainy 
season — in the dry season. 4. The eggs — where they 
are found — size — appearance. 5. The tadpoles — where 
they live — their appearance — how they grow — what 
they eat. 6. What frogs eat. 7. The uses of frogs. 

1. Tell the descriptive and the limiting adjectives 
that you have used in your composition. 

2 . Parse ten verbs that you Jiave used in your composi- 
tion. Have you used any infinitives or any participles ? 
How? 

529. 1. Copy this description: — 

The Mango 
The fruit of the mango is about as large as your fist. 
It is shaped like a somewhat flattened lemon, extended a 
little at one end. When ripe, it is a golden color. It has 
a thick, smooth, tough skin, and a delicious, juicy pulp, 
clinging closely to a large stone. 

2. Write a description of an orange, a banana or a 
cocoanut. 



334 ADVANCED ENGLISH 

530. Letter Writing. 

Write a letter to the principal of your school, explain- 
ing ivhy you were absent from an examination. Express 
your regret, and request to be allowed to take the exami- 
nation at another time. 

531. Your father wishes to sell his carromata, and 
Mr. Loriano Roverto wishes to buy one. 

Write to Mr. Roverto. describing your fatJter's carro- 
mata, stating the price, and requesting him to come to 
see it. 

REVIEW 

1. What is an adjective ? What are the classes of adjec- 
tives? Write ten descriptive adjectives. Write 
ten limiting - adjectives. 

'2. Name some of the limiting adjectives that may be 
used as pronouns. Write sentences, using these 
words first as adjectives and then as pronouns: — 
each all every some other many this 

3. Of these adjectives, this, that, these and those, which 

are used with nouns of the singular number ? 
Which with plural nouns ? What are these adjec- 
tives called? 
When should we use this and these? Tin it and tliose? 

4. What words are called the Articles? Before what 

words is a used ? An ? 
Use the article a in this sentence so as to show that 
only one flag is spoken of: — 

I have red, white and blue flag. 
Use the article the in this sentence so as to show that 
three flags are spoken of: — 

I have ivhite, red and blue flag. 



GRAMMAR AND COMPOSITION 335 

5. What are the degrees of comparison of adjectives? 

How many persons or things are spoken of when 

the comparative degree is used ? Write sentences, 

using these adjectives in the comparative degree: — 

sweet beautiful kind unkind careless 

6. Write sentences, using these words: — 

more — than not so — as 

less — than as — as 

7. In the superlative degree, with how many persons or 

things is each person or thing compared ? Write 
sentences, using each of these adjectives in the su- 
perlative form : — 

rough bright lazy mischievous 

8. Write sentences, using as an adjective: — 

1. A prepositional phrase. 2. An infinitive 
phrase. 3. A participial phrase. 4. A clause. 

THE ADVERB 

532. An Adverb is a word used to modify the mean- 
ing of a verb, an adjective or an adverb: — 

The boy ran rapidly. 

Iron is the most useful metal. 

The boat moves very slowly. 

(Review Section 43.) 

Classes of Adverbs 
simple adverbs 
533 Mead these sentences : — 

1. The ship sailed away. 

2. We always go early. 



336 ADVANCED ENGLISH 

3. I will never come again. 

4. Father sometimes arrives late. 

5. The lily is very beautiful. 

6. Write more slowly and more carefully. 

Which of the adverbs in these sentences modify 
verbs ? Which modifies an adjective ? Which 
modify adverbs? Which of these adverbs modify by 
telling how? Which by telling where? Which by 
telling when t 

The adverbs in these sentences are used simply to 
modify verbs, adjectives or adverbs, and are called 
Simple Adverbs. 

534. Copy tliese sentences, writing an adverb in place 
of each blank : — 



1. 


The carabao walks . . . ., but it can run 


2. 


The air is ... . warm .... 


3. 


Please write .... 


4. 


Tomas .... comes .... to school. 


5. 


I do not .... write so ... . 


6. 
7. 
8. 


The stars shine .... brightly .... 
Speak .... and .... 
Do not read too .... 


9. 


Study .... thoughtfully. 



INTERROC4ATIVE ADVERBS 

535 . Read these sentences : — 

1. Where is Mount Apo ? Where is Singapore ? 

2. How are you ? How do you feel ? 

How rapidly can you run ? 



GRAMMAR AND COMPOSITION 337 

3. When are you going ? When does school begin ? 

When was Dr. Rizal born ? 

4. Why did you go ? Why did he return ? Why 

should we be industrious? 

In these sentences, where, hoiv and ivhen are adverbs 
used to ask questions. They are called Interrogative 
Adverbs. 

5. Tell me why you are late. 

6. I do not know where my pen is. 

7. He has forgotten how he did it. 

8. We have not learned when the governor is coming. 

What is the subordinate clause in each of these 
sentences ? What kind of clause is it ? What words 
are used to introduce these clauses ? 

In these sentences, the clauses are indirect questions, 
and the words ivhy, ivhere, hoiVt&nd when are used 
as interrogative adverbs. The indirect questions are 
noun clauses. 

536. Tell the interrogative adverbs in these sentences, 
and how each is used : — 

1. Mother asked, " Why are you not working, Sixto ? " 

2. Marta, where are you going ? 

3. Oh, Marta, please tell me where you are going? 

4. Show me how to make a net. 

5. When did Columbus discover America ? 

6. Do you know why smoke rises ? 

7. He did not say when it happened. 

8. How much did you pay him ? 

GIBBS' ADV. ENG. 22 



338 ADVANCED ENGLISH 

537. Write sentences, using each of these words in a 
direct question and in an indirect question. 

1. where 2. when 3. how 4. why 

CONJUNCTIVE ADVERBS 

538. Read tliese sentences: — 

1. We must sit where our teacher tells us. 

2. I will come when I have finished my lessons. 

3. Frogs do not breathe while they are under water. 

4. I am ready whenever you are. 

5. He followed me wherever I went. 

Tell the clauses in each of these sentences. What 
does each clause modify ? What words are used to 
introduce, or connect, these clauses ? 

These words — ivhere, ivhen, ivhile, whenever and 
ivherever — are adverbs. They are used to modify 
verbs and to connect adverbial clauses. They are 
called Conjunctive Adverbs. 

The principal Conjunctive Adverbs are: wlnn. 
while, ivhere, as, whence, wherein, whereby, whenever, 
ivherever, wherefore and whereon. 

539. Tell the adverbial clauses in these sentences and 
what each clause modifies. Tell what conjunctive adverb 
introduces each clause. Diagram each sentence. 

1. I will go when my country calls me. 

2. The soldier must go wherever the general com- 

mands. 

3. Do to others as you would have others do to you. 

4. We met the mayor as we were crossing the plaza. 



GRAMMAR AND COMPOSITION 339 

5. Wherever Martin went, we followed. 

6. We go to the city whenever there is a fiesta. 

7. This is the place where our hero died. 

8. Forgive us as we forgive our enemies. 

9. They returned to the mountains whence they came. 

10. Be useful wherever you live. 

11. A poor old horse came to the market place while 

the people were asleep. 

12. They ran to the market place when they heard 

the bell of justice ringing. 

Composition 

540. Write sentences, losing each of these words as a 
conjunctive adverb: — 

1. when 2. while 3. as 4. whenever 5. wherever 

541. How to do things. 

1. Using this outline, make a paper wind wheel. 

How to Make a Paper Wind Wheel 

1. Know just how large the wheel is to be. 

2. Get the materials — stiff paper, scissors, a pin, a 

ruler, a pencil and a stick on which to fasten the 
wheel. 

3. Cut a square of paper of the required size. 

4. Draw diagonals across the paper from the corners. 

Measure off one inch from the center on each 
diagonal. 

5. Cut the paper on the diagonals to the mark one 

inch from the center. 

6. Fold the right side of each of the cut corners in to 

the center. 

7. Put the pin through the corners and through the 

center. 



340 ADVANCED ENGLISH 

8. Shave the end of the stick down to about one half 

an inch in diameter. 

9. Drive the pin into the center of the end of the stick. 
10. Place the wheel where the wind will cause it to 

turn, or run, holding the wheel in front of you. 

542. Write an outline similar to that in Section 5J{-1, 
telling how to do one of tJie following : — 

1. How to Make a Rice Sack. 3. How to Make a Jar. 

2. How to Make a Bamboo Ring. 4. How to Make bread. 

543. Write a composition about Raising Chickens. 

1. Kinds of chickens. 2. Care of chickens — food, 
shelter, cleanliness. 3. The setting hen — number of eggs, 
time and length of setting, the hatching of the eggs. 
4. Little chickens — appearance, food, care. 5. Value of 
chickens — for eggs and the uses of eggs — for meat. 

6. How to make the raising of chickens profitable. 

7. Reasons why this is good work for young people. 

Tell the subject and the person and number of each verb 
used in your composition. Tell tJie adverbial modifiers. 

Uses of Simple Adverbs 
adverbs of place 

544. Read these sentences : — 

1. I am here. He is there. She ran away. 

2. The boy stayed there. He did not go anywhere. 

3. Father is not here. He went somewhere. 

4. Smoke goes up, rain comes down. 

5. Mother went there yesterday. She will come back 

to-day. 

What words are adverbs in these sentences? 
Where am I ? Where is he ? Where did she run ? 



GRAMMAR AND COMPOSITION 341 

Where did the boy stay? Where did he not go? 
Where did Father go ? What question do all these 
adverbs answer ? 

These adverbs — here, there, aivay, anywhere, some- 
where, up, down, back — tell where actions take place. 
They are called Adverbs of Place. 

545. Make other sentences, using these adverbs of 
place: — 

1. here 3. away 5. above 7. somewhere 

2. there 4. up 6. anywhere 8. back 

ADVERBS OF TIME 

546 . Read these sentences : — 

1. We shall go to-morrow. We did not go yesterday. 

We could not go to-day. 

2. Will you come now ? No, but I will come soon. 

3. Have you seen Pedro yet ? He is not often at 

home. He went early to-day. He goes to the 
market daily. 

4. Simon always knows his lesson. He is never late. 

He is seldom absent. 

5. I shall see you again. I will come by and by. 

6. I do not often see him. I seldom see him. I fre- 

quently see him. I see him now and then. 

In these sentences, what words are adverbs ? The 
words by and by and now and then are used as one 
word. What question does each adverb answer? 

The adverbs to-morrow, yesterday, to-day, noiv, 
soon, often, etc., are used to tell the time of the 
action. They are called Adverbs of Time. 



342 ADVANCED ENGLISH 

547 . Write sentences, using these adverbs of tune : — 

1. early 4. yearly 7. now 10. never 13. monthly 

2. to-day 5. seldom 8. before 11. ever 14. frequently 

3. soon 6. often 9. again 12. daily 15. sometimes 



ADVERBS OF MANNER 

548 . Read tJiese sentences : — 

1. The lady spoke kindty. She smiled pleasantly. 

She walked slowly. She dressed well. 

2. The banca moved smoothly and rapidly through 

the water. The man used the paddle skillfully. 

3. The girls sang sweetly. The boys listened atten- 

tively. They sat quietly. 

4. The baby slept soundly. The mother swung the 

hammock gently. The boy closed the windows 
quietly. The mother sang softly. 

5. The boys sat together. They were talking aloud. 

I sit alone. I whisper softly. 

What are the adverbs in these sentences ? How 
did the lady speak ? How did .she smile ? How was 
she dressed? What question do all these adverbs 
answer ? 

These adverbs — kindly, pleasantly, slowly, well, 
smoothly, rapidly and skillfully — tell how the action 
was done. They tell the manner of the action, and 
are called Adverbs of Manner. 

With what syllable or letters do most of the ad- 
verbs in these sentences end ? Most adverbs of 
manner end in ly. 

(Read Section 43.) 



GRAMMAR AND COMPOSITION 343 

549. Copy these adjectives, adding to each ly to form 
adverbs; use each adverb in a sentence. 

1. kind 4. willing 7. quick 10. earnest 13. loose 

2. wise 5. careful 8. close 11. slow 14. proud 

3. unwise 6. smooth 9. silent 12. firm 15. noble 

ADVERBS OF DEGREE 

550. Bead these sentences : — 

1. Asia is much larger, than Europe. 

2. Toads are more useful than snakes. 



3. Dogs are less valuable than carabaos. 

4. He ran very rapidly. He ran too rapidly. He 

almost fell. He was quite small. 

What does each adverb in these sentences modify? 
Which adverbs modify adverbs? Which modify 
adjectives? 

The adverbs much, more and less modify the 
adjectives larger, useful and valuable. They are used 
to express degrees of comparison and are called 
Adverbs of Degree. 

The adverbs very, too, almost and quite are also 
Adverbs of Degree. 

Most adverbs of degree modify adjectives and 
adverbs. 

551. Write sentences, using these adverbs of degree:— 

1. little 3. almost 5. much 7. nearly 9. too 

2. very 4. wholly 6. more 8. less 10. least 

552. Copy these sentences, writing an adverb in place 
of each blank : — 



344 ADVANCED ENGLISH 

1. The ship sailed .... into the bay. The wind was 

blowing .... A storm was .... approach- 
ing. The sailors .... lowered the sails, and 
prepared the ship for the storm. 

2. The wind began to blow The light- 

ning flashed .... and the thunder roared .... 
.... The waves became .... high. The ship 
was anchored .... The storm .... passed. 
The sun shone .... A . . . . beautiful rain- 
bow appeared. 

3. Try, try be discouraged .... do 

your best. Work .... and .... 

4. The vaca travels .... than the carabao. 

5. The fiesta will be ... . You should be awake 

.... The bells will ring .... We shall have 
a . . . . pleasant day. 

Composition 

553. Anywhere, nowhere, somewhere, everywhere. 

1. Study the use of the above words in these sen- 
tences : — 

1. Where did you go ? I did not go anywhere. 

2. My knife is lost. I have looked everywhere for it. 

I cannot find it anywhere, but I know that it must 
be somewhere. 

3. Those people live nowhere more than a month. 

They should have a home somewhere. 

4. Everywhere we went the people were kind to us. 

Nowhere did we have trouble in securing food and 
lodging. 

2. Copy tlve above sentences, changing the words 
anywhere, nowhere, somewhere and everywhere into 
phrases. 



GRAMMAR AND COMPOSITION 345 

anywhere = in any place somewhere = in some place 

nowhere = in no place everywhere = in every place 

3. Write ten sentences, using the above adverbs. 
554. Not, nothing, never, none. 

Not and never are adverbs. Never means at no 
time. 

I did not go to the city. 

I have never been on a steamship. 

Nothing is a noun, meaning not any thing. None is 
an adjective pronoun, meaning not one, not any or 
no one. 

What have you in your hand? I have nothing in it. 
There is nothing in the basket. The basket is empty. 
Have you some water ? No, I have none. 

1. Study the use of the above words in these sen- 



1. None of the boys went. 

2. Juan knew nothing about his lessons to-day. 

3. You cannot get something for nothing. 

4. I have ten pesos, but Gil has none. 

5. I never spend money thoughtlessly. 

6. We looked for beetles, but found none. 

7. The fisherman raised the net, but there was nothing 

in it. 

8. I never go fishing. I do not like it. 

2. Copy the following sentences. Reunite each sen- 
tence, expressing the thought in other ivords, using the 
adverb not: — 

I found nothing. 

I did not find anything. 



346 ADVANCED ENGLISH 

He ate nothing. 

He did not eat anything. 
I ate none. 

I did not eat any. 

1. He lost nothing. 5. I saw nothing. 

2. They learned nothing. 6. I gave nothing away. 

3. I said nothing. 7. He will harm nothing. 

4. You heard nothing. 8. We wrote nothing. 

9. None of the mangoes are ripe. We picked none. 
They ate none. I sold none, and none were lost. 

3. Copy the sentences given in Exercise 1 above, 
changing never, none and nothing into equivalent 
phrases. 

555. Compose sentences, using the following adverbs to 
modify adjectives : — 

1. quite 3. much 5. more 7. unusually 

2. very 4. too 6. somewhat 8. generally 

556. Compose sentences, using tJiese adverbs to modify 
other adverbs : — 

1. far 3. almost 5. more 7. rather 

2. very 4. too 6. less 8. quite 

557. An abverb should be placed near the word it 
modifies. 

Only one person was left there. 
One person only was left there. 
One person was only left there. 
One person was left only there. 

What word does only modify in each of these sen- 
tences ? 



GRAMMAR AND COMPOSITION 347 

In the first sentence, only shows that one, not two 
or more, is spoken of. 

In the second sentence, only shows that one person, 
not two or more persons, is spoken of. 

In the third sentence, only shows that the person 
was just left, not helped, or injured. 

In the fourth sentence, only shows that the person 
was left at only one place, and not anywhere else. 

1 • Copy these sentences, changing the position of only. 
Explain each sentence. 

1. Only the boy laughed at his teacher's mistake. 

2. The fisherman caught only five fish. 

3. The washwoman uses only soap and cold water. 

4. Only Lydia wrote a long composition on ruled paper. 

2. Copy these sentences, changing the position of the 
adverbs. JVotice the change in sound and meaning. 

1. You will certainly be cordially welcomed. 

2. Soon the hunters quickly entered a thick forest. 

3. The storm was now very rapidly approaching us. 

558. When the verb has an object, the adverb is 
usually placed before the principal verb, or after the 
object. The hoy nearly lost Ms U f e> 

I like Pedro very much. 

We saw them yesterday. 

They often catch wildfowl. 

Write ten sentences, each containing an object comple- 
ment, using these adverbs: — 

1. early 3. very much 5. later 7. already 9. quietly 

2. soon 4. frequently 6. only 8. greatly 10. away 



348 ADVANCED ENGLISH 

559. Do not use adjectives for adverbs, or adverbs 
for adjectives : — 

The cloth feels smooth (not smoothly). 
The river flows rapidly (not rapid). 

(Review Section 49.) 
Write sentences, using tJiese words : — 



1. 


calm 


6. 


softly 


11. 


warm 


16. 


badly 


2. 


calmly 


7. 


rapid 


12. 


warmly 


17. 


pleasant 


3. 


kind 


8. 


rapidly 


13. 


sweet 


18. 


pleasantly 


4. 


kindly 


9. 


most 


14. 


sweetly 


19. 


peaceful 


5. 


soft 


10. 


almost 


15. 


bad 


20. 


peacefully 



560. Their and there. 

Their is a possessive pronoun. 
There is an adverb. 

The hoys were there. Their sisters were there also. 
Use each of these words in ten sentences. 

561. Description. 

1 . Write a sh orb composition describing The Deer, losing 
this outline. 

1. Where they live. 2. Size. 3. Color, spots. 4. 
Horns, size, variations with age, male and female. 
5. Ears. 6. Eyes. 7. Legs. 8. Body. 9. Fleetness, 
timidity, gentleness. 10. Food. 11. Use. 

2. Write a description of Wild Pigs, or of A Lizard. 

3. Write a short composition, telling ■ — 

1. How deer are caught, or 

2. How wild pigs are hunted, or 

3. How wild fowl are caught. 



GRAMMAR AND COMPOSITION 349 

. 4. Write a story that you may have read or heard about 
Deer, or Wild Pigs, or some other wild animal. 

562. Letter Writing. 

1. Copy this informal letter of invitation; — 

12 Legaspi Street. 
My dear Miss Tison : — 

We should very much like to have you at dinner 
with us next Thursday evening at seven o'clock. Mrs. 
Flores and her son and daughter are visiting us. We 
are inviting a few friends to meet them. 

With kindest regards, 

Cordially yours, 
June eighth, 1908. Juana de Leon. 

2 . Copy this reply ; — 

47 Rizal Street. 
My dear Mrs. de Leon: — 

It will give me much pleasure to dine with you 
next Thursday evening, and to meet your friends. 

Sincerely yours, 

Ramona Tison. 
June ninth, 1908. 

563. Write the story of some adventure that you have 
had, or that you have read about. 

Tell the adverbs in your sentences and how each is 
used. 

First make an outline, then write the story. 

Comparison of Adverbs 

564. Adverbs, like adjectives, may have different 
degrees of comparison. 



350 ADVANCED ENGLISH 

Some adverbs form the comparative degree by 
adding er to the simple form, and the superlative 
degree by adding est to the simple form : — 

We arrived early. 

The boys arrived earlier than ive did. 

The girls arrived the earliest of all. 

Copy tJiese adverbs, adding er to each to form the com- 
parative degree, and est to form the superlative degree: — 

fast often soon 

rough early late 

565. Most adverbs ending in ly add to the positive 
form more or less to form the comparative, and most 
or least to form the superlative : — 

slowly; more slowly, less slowly; most slowly, least slowly. 

Copy these adverbs, writing the comparative and the 
superlative form of each : — 

wisely loudly carefully rapidly 

kindly joyfully pleasantly quickly 

566. Some adverbs are compared irregularly. 
Copy and learn tJiese adverbs: — 



Positive 


Comparative 


Superlative 


well 


better 


best 


ill 


worse 


worst 


much 


more 


most 


badly 


worse 


worst 


little 


less 


least 


far 


farther 


farthest 


forth 


further 


furthest 


late 


later 


latest or last 



GRAMMAR AND COMPOSITION 351 

These words, excepting badly and forth, are used 
also as adjectives. 

(See Section 559.) 

Adverbial Phrases 

567. Prepositional phrases may be used as adverbs. 

Analyze each of these sentences. Tell the adverbial 
phrases. 

1. We started in the morning- before sunrise. 

(Review Section 74.) 

2. I gave mother a tortoise shell comb on her birthday. 

(Review Section 237.) 

3. In America we traveled seventy miles in an hour 

on the railway. 

(Review Section 238.) 

4. I gave him a dollar for his trouble. 

5. In the steamship we went from Manila to Hong- 

kong in two days. 

568. Infinitive phrases may be used as adverbs. 

Copy these sentences. Draw a line under each infinitive 
phrase. Tell what each phrase modifies. 

(Review Exercise 3, Section 457.) 

1. We are going to the city to buy a horse. (Why ?) 

2. We are sorry to hear that you were ill. 

3. We are glad to learn that you are better. 

4. The horse was too tired to pull the cart. 

5. The man was too old to run. (How old?) 

6. The jar was too heavy to be carried. (How heavy?) 
T. The boy is too young to go to school. 



352 ADVANCED ENGLTSII 

8. The boy ran away to hide. 

9. We went to the mountain to catch a monkey. 

10. I stayed at home to help my mother. 

11. I bought the hat to give to my father. 

569. Copy these sentences, writing an infinitive phrase 
in place of each blank : — 

1. The governor was pleased .... 

2. Father was glad .... 

3. My cousin went to America .... 

4. The banca was too small .... 

5. This basket was made .... 

6. The water was too hot .... 

7. Palay is pounded .... 

8. The man was too weak .... 

9. Adverbs are used .... 

Adverbial Clauses 

570. Some adverbial clauses tell the time of the 
action. 

(Review Section 140.) 

Diagram each of these sentences. Tell the adverbial 
clause in each sentence, and the conjunction. 

1. 1 studied my spelling lesson while I was coming to 

school. 

2. I learned it before I reached the schoolhouse. 

3. The bell rang after I had entered the schoolroom. 

4. I went to my seat as soon as the bell rang. 

5. We have not seen Leon since his father died. 

6. The fishermen did not start until the moon was 

high in the sky. 

7. They continued to fish until their baskets were full. 



GRAMMAR AND COMPOSITION 353 

Make other sentences, using these conjunctions; — 

1. while 3. after 5. since 

2. before 4. as soon as 6. until 

571. Some adverbial clauses are used to tell the 
cause, reason or purpose of the action. 

Analyze each of these sentences. Copy each of the 
douses. Tell what words are used as conjunctions. 

1. The ship was wrecked because the captain was 

careless. 

2. The man is poor because he is lazy and thoughtless. 

3. I know that this man is the thief, for I saw him take 

the money. 

4. Save your minutes, for years are made of minutes. 

5. Study now in order that you may be more useful 

and happy later. 

6. Strive now so that you may have more leisure when 

you are old. 

Write sentences, using these conjunctions : — 
1. because 2. for 3. in order that 4. that 5. so that 

572. Some adverbial clauses express the condition, 
or supposition, upon which the act depends. 

Analyze each of these sentences. Tell what words are 
used as conjunctions. 

1. Rice will not grow unless the ground is wet. 

2. Even if it rains, this work must be finished. 

3. We should like to go to the market if father would 

allow us to go. 

GIBBS 1 ADV. ENG. 23 



354 ADVANCED ENGLISH 

4. Supposing we should go, would you come ? 

5. If the crops are good, father will build a new house. 

Composition 

573. The conjunction if may sometimes be omit- 
ted:— 

Were I you, I would try to be less selfish. 

Had he not been careless, he would not have failed. 

Should he not go, he will lose much. 

Had we been there, we might have rescued him. 

Had it not rained, we should have come. 

1. Copy the above sentences, beginning each subordi- 
nate clause with if 

2. Copy the following sentences, changing them so as 
to omit the conjunction if.— 

1. If the rains should not come, would the crops fail? 

2. If it had rained, we could not have gone. 

3. If the taxes should not be paid, we could have no 

government, no schools and no peace. 

4. If you had been more careful, you might have suc- 

ceeded. 

5. If the people were more industrious, it would not 

be necessary to import rice. 

574. 1. Than, as — as, so — as. The adverbial 
clause introduced by the conjunctions than, so — as 
or as — as is often partly omitted. 

Copy these sentences. Notice what words are omitted. 

1. My brother is taller than I (am tall ). 

2. The Igorots are more intelligent than the Ne- 

gritos (are intelligent). 



GRAMMAR AND COMPOSITION 355 

3. The Negritos came to the Islands earlier than the 

Malays (came to the Islands'). 

4. Mother is as old as father (is old). 

5. She is not as strong as he (is strong'). 

6. She is gentler than he (is gentle). 

In which of these sentences is a pronoun used after 
than ? After as ? Why should these pronouns be 
in the nominative case ? 

2. As — as is used in stating that things are alike. 

So — as is used in stating that things are not 
alike, Not, or never, is used before so. 

My pencil is as long as my finger. 
My finger is not so long as my pencil. 
Luis can never run so rapidly as his horse. 

1. Write sentences, using these groups of words: — 

1. as long as 4. so early as 7. so bright as 

2. as white as 5. so often as 8. so useful as 

3. as clear as 6. as soon as 9. so valuable as 

2. Write sentences stating how the following things 
are alike. Then write other sentences stating how they 
are unlike. Use the conjunctions than, as — as and 
so — as: — 

1. bats — birds 5. slipper — shoe 

2. an eel — a fish 6. cogon grass — bamboo 

3. a pen — a pencil 7. rose — sumpaguita 

4. cart — carromata 8. silk — muslin 

Bats can see better at night than birds. 
Bats are not so useful as most birds. 
Bats can fly as high as birds. 



356 ADVANCED ENGLISH 

575. As if and as though are used in making com- 
parisons : — 

The bird acted as if its icings were broken. 
The man walked as though he were sick. 
You look as if you were happy. 

Copy and complete tJtese sentences, writing in place 
of each blank a clause introduced by as if or as though : — 



1. 


You are eating . . . . 


5. 


Yon came in . . . . 


2. 


The man looked . . . 


6. 


The soldier walked 


3. 


He speaks .... 


7. 


I feel .... 


4. 


Let us act .... 


8. 


You use a saw . . . 



576. Copy these sentences, changing the position of 
the adverbial phrase: — 

1. At noon we reached the village. 

2. A large, fierce dog lay on the threshold. 

3. I went for the doctor in great haste. 

4. Without doubt you will be promoted. 

5. Upon the rocks the waves break with a loud roar. 

6. On next Thursday our examinations begin. 

7. With great patience the farmer again planted the 

corn. 

8. Up the street he rode with a number of soldiers. 

577. 1. Write an outline of a composition on How 
Hats are Made. 

2. Write the composition. 

578. Biography. 

1. Make an outline from your history of a biography 
of Abraham TAncoln, 



GRAMMAR AND COMPOSITION 357 

2. Write the biography from memory, using your 
outline. 

3. Tell hoxu many paragraphs you have xvritten. Tell 
the topic of each paragraph. 

4. Tell the clauses you have used {the hind of clause) 
and what each clause modifies. 

REVIEW 

1. What is an adverb ? What adverbs are used for ask- 
ing questions ? What adverbs are used as conjunc- 
tions ? 

Write five adverbs that tell the place of action, five 
that tell manner, five that tell time, five that tell 
degree. 

Write the degrees of comparison of wisely, rapidly, 
much, far, little, early, late. 

Write five sentences having prepositional phrases used 
as adverbial modifiers. Write five sentences having 
infinitive phrases used as adverbs. ' Write five sen- 
tences, each containing an adverbial clause. 

THE PREPOSITION 

579. A Preposition is a word used with a noun or a pronoun 
to form a phrase, and to show the relation of the noun 
or pronoun to some word that the phrase modifies. 

diameter of a circle played with him 

a letter to my cousin walked with her 

friends in America loaned to me 

sprang into the water sent for us 

passed by our house borrowed from them 

(Read Section 82.) 



358 



ADVANCED ENGLISH 



What is the object of each preposition in these 
phrases ? Which of these phrases are used as adjec- 
tive modifiers ? Which are used as adverbial modi- 
fiers? 



580. The object of a preposition may be a noun, a 
pronoun or a group of words used as a noun. 



1. A noun: — 

went to the city 
looked at the picture 



passed through the door 
walked along the road 



Write sentences, using tJiese nouns as objects of preposi- 
tions : — 

1. home 4. president 7. treasurer 10. tailor 

2. country 5. governor 8. river 11. weaver 

3. government 6. secretary 9. lake 12. farmer 



2. A pronoun: — 

spoke to me 
asked about him 
walked with her 
man to whom 
the boy with whom 



ran toward us 
went with them 
wrote to him 
the house in which 
the city from which 



In what case is each of the pronouns in these 
phrases? In what case must the object of a prepo- 
sition be ? 

(Read Section 279.) 

Make sentences, using the objective farms of the per- 
sonal and relative pronouns as objects of prepositions. 



GRAMMAR AND COMPOSITION 359 

3. A phrase or a clause — 
A Participial Phrase : — 

We have heard about your winning the prize. 

TJie boy by studying hard secured a good position. 

We are tired of hearing people complain. 

An Infinitive Phrase : — 
He was about to go home. 
He had no choice except to go on. 

A Clause : ■ — 
I think from what I heard him say that he will surely 

come. 
A man shows what he is by what he does. 

Composition 

581 . Tell the object of each preposition in these sentences, 
and what the phrase modifies. 

1. He stood at the door of the house. 

2. There is no use in my trying to study to-day. 

3. He knew nothing about his losing the knife. 

4. We concluded from what the people said that their 

mayor was a good man. 

5. After fishing three hours and catching nothing, the 

boy went home. 

6. I do not remember to whom I gave the coin. 

7. The ship in which we sailed to Hongkong was 

wrecked on a coral reef on the coast of Zambales. 

Uses of Prepositions 

582. A Preposition introduces or connects a phrase 
with the word that the phrase modifies, and shows the 



3(30 



ADVANCED ENGLISH 



relation of its object to the word modified . The re- 
lations of persons and things are varied and numer- 
ous, and prepositions should be carefully used to express 
these relations accurately. 

Place a book in as many different positions as possi- 
ble in relation to your desk, yourself, and other things 
about yon. Write all tlw phrases that you use bo ex- 
press these different relations. JVotice what preposition is 
used to express each relation 

583. Write prepositions to sltoiv different relations be- 
tween these groups of objects: — 

Example 
on 
in 
book \ under ) the desk 
above 
% beside , 

584. Between and among. 

I sit between my brother and Leon. 
My geography fell down between the desk and the table. 
The war between the Russians and the Japanese has been 
very expensive. 

In each of the phrases in these sentences, how 
many persons or things are spoken of ? How many 
objects has the preposition between? 

Use the preposition between when referring to two 
persons or things. 

There tvas a rose among the flowers in the bouquet. 

My pen fell among the many leaves. 

I have only a few friends among these people. 



1. 


book . . 


. . the desk. 


2. 


pen . . . 


. book. 


3. 


tree . . 


. house. 


4. 


pencil . 


. . . box. 


5. 


letter . 


. . father. 


6. 


went . . 


. . city. 



GRAMMAR AND COMPOSITION 361 

What is the object of the preposition among in each 
of these sentences ? How many leaves, boys, j^eople, 
are spoken of ? 

Use the preposition among when referring to more 
than two persons or things. 

Copy these sentences, ivriting between or among in 
place of each blank : — 

1. Friendship exists .... Americans and Filipinos. 

2. The soldiers -were quarreling .... themselves. 

3. There was a quarrel .... the two soldiers. 

4. San Bernardino Strait is ... . Samar and Luzon. 

5. The distance .... Manila and Hongkong is six 

hundred miles. 

6. The money was divided .... the six heirs. 

7. The bird flew .... the leaves of the tree. 

8. Luzon lies .... the Pacific Ocean and the China 

Sea. 

9. The scenery .... the islands of the Philippines is 

very beautiful. 

10. Before the Spanish came, war .... the tribes was 

frequent. 

11. No one .... my friends is so happy as Flora. 

585. In and into. 

Mother is in the house. 

Will you come into the house. 

Tadpoles live in the water. 

The frogs jumped into the water. 

In is used to tell where persons or things are, stay 
or remain. Into is used to tell to what place persons 
or things are moving, or being moved. 



362 ADVANCED ENGLISH 

Copy these sentences, writing in or into in place of 
each blank: — 






1. 


The governor's palace is ... . Manila. 




2. 


The carabao lies .... the water. 




3. 

4. 


Please walk .... my house. 
Throw the wood .... the fire. 




5. 


Pour the water .... the jar. 




6. 


Carry the basket .... the kitchen. 




7. 


Is there a picture of Washington . . . 


. the book ? 


8. 


My brother is studying .... a college . 


. . . America. 



586. Beside and besides. 

My brother sits beside me. 
Three boys besides us sit at our desk. 
Our house stands beside the church. 

There are five large buildings besides the church near the 
public square. 

Beside means by the side of : — 

sits beside me = sits by my side. 

beside the church = by the side of the chwrch. 

Besides means in addition to: — 

boys besides us = boys in addition to us. 
besides the church = in addition to the church. 

Copy these sentences, writing beside or besides in place 
of each blanh : — 



1. 


My sister stood . . . 


. my mother. 


2. 
3. 

4. 


Please, may I sit . . , 
I do not wish to sit . 
I wish to see no one 


. you? 

. . . any one except you, 
. . . . you and Frank. 



GRAMMAR AND COMPOSITION 363 

5 abaca, sulphur, cattle and rice are important 

products of Leyte. 
6 its many schools and colleges, Manila will soon 

have an Insular University. 

587. By and with. 

The sentence was written by me with a pen. 

I to as struck by him. 

He struck me with his cane. 

By is followed by the name of the actor. 

(See Section 402.) 

With is followed by the name of the thing by 
which the action was performed. 

Copy these sentences, writing by or with in place of each 
blanh : — 

1. The letter was written .... me ... . red ink. 

2. Was this word done .... you? .... what did 

you do it ? 

3. My coat was made .... the tailor. He sewed the 

cloth .... a needle. 

4. The sentences were written on the blackboard .... 

me .... a colored crayon. 

5 whom were the fish caught ? .... what were 

they caught? 

588. At and In. 

Copy these sentences. Notice 7ww at and in are used. 

1. We arrived at Hongkong at twelve o'clock, and 
spent two hours in the city. 



364 ADVANCED ENGLISH 

2. I was at Manila last year, but I did not remain in 

the city long. 

3. Father is at home. He will remain at home all 

day. He is in the house now. 

Write ten sentences, using the words at and in. 

589. A preposition, when its object is omitted, may 
be used as another part of speech : — 

Please come in. The valley below was deep. 

The boy went out. The boy fell down. 

The clouds are above. The smoke went up. 

How are these prepositions used? 

Tell tlxe prepositions, and tlve adverbs in these sen- 
tences : — 

1. Stand by me. 5. A horse galloped by. 

2. A child peeped in. 6. Fish live in the water. 

3. Tomas walked behind. 7. Please come in. 

4. The ship sailed along. 8. Darkness came on. 

9. The army marched along the river and across the 
bridge. 

10. Please row me across. Don't fall in. 

11. We went up and down. The mast fell over. 

12. The stars were above and the water below. 

13. We walked up the hill, and looked down upon the 

village. 

590. Sometimes the preposition is omitted : — 
He gave (to) me the book. 

The tailor made (for) Felipe a new suit. 

I left (from') Manila. 
The horse ran (to) home. 

(Read again the sentences in Sections 237 and 238.) 



GRAMMAR AND COMPOSITION 365 

Write five sentences, each containing an indirect object. 

Write five sentences, containing these nouns used as 
adverbial modifiers: — 

1. home 2. last week 3. a kilometer 4. a pair 
5. two meters 

591. Write these groups of ivords, changing the under- 
lined words into phrases : — 



1. 


Carefully written. 


9. 


Fell earthward. 




Written with care. 


10. 


Worked cautiously. 


2. 


A brazen statue. 


11. 


Spoke kindly. 




A statue of brass. 


12. 


Homeless children. 


3. 


A Swiss watch. 


13. 


A grammatical error. 


4. 


A European city. 


14. 


The national flag. 


5. 


An American citizen. 


15. 


Come immediately. 


6. 


Saw him here. 


16. 


Come soon. 


7. 


Was nowhere. 


17. 


Arrived early. 


8. 


A northerly direction. 


18. 


Went hastily. 



592. Write a description of China or of Spain, using 

the following outline : — 

I. Position. — 1. On the continent. 2. In reference 
to other states or countries. 

II. Size. — Area, compare with some other countries. 
Population. 

III. Physical Features. — 1. The coast. 2. Surface 
— mountains, valleys, plains. 3. The character of the 
soil. 4. The climate. 

IV. Products. — 1. The vegetable — grains, fruits, etc. 
2. Animal — horses, cattle, wool, etc. 3. Mineral — 
iron, copper, gold, etc. 



366 ADVANCED ENGLISH 

V. Cities and Towns. — The most important ones — 

location, size, for what especially noted. 

VI. Manufactures and Trade. — 1. What the most 
important articles manufactured are. 2. The important 
imports and exports. 

VII. The People. —1. Race. 2. Characteristics — 
features, dress. 3. Customs. 4. Occupations. 5. Re- 
ligion. 6. Government. 7. Other interesting facts 
about the people. 

Study tJie description of these countries in your geog- 
raphy. Then write the description from memory. 

Tell the phrases and prepositions that you have used in 
your composition. 



THE CONJUNCTION 

593. A Conjunction is a word used to connect 
words, phrases, clauses and sentences. 

Grrammar and arithmetic are valuable studies. 
We passed over the, mountains and through the forests. 
We arrived at home sooner than we expected. 
The houses were decorated with flags and lights ihone in 
every window. 

In these sentences, what words are connected? 
What phrases are connected ? What clauses ? 
What sentences ? 

(Read the exercises on Conjunctions, Section 103. and on Adverbial 
Clauses, Sections 538, 570, 571 ami 572.) 



GRAMMAR AND COMPOSITION 367 

Classes op Conjunctions 
coordinate conjunctions 

594. Read these sentences : — 

1. New Zealand and Australia belong to Great Britain. 

2. In Europe we went from London to Berlin, and 

from Berlin to Paris. 

3. The sea was calm and the air was still. 

The words New Zealand and Australia are inde- 
pendent of each other. They are both used in the 
same way. They are of equal rank. What conjunc- 
tion connects them ? 

What phrases in the next sentence are connected 
by and? What word does each of these phrases 
modify ? They are of the same rank. 

In the last sentence, what sentences are connected ? 
These sentences do not modify each other. They are 
used independently and are of equal rank. They are 
the principal parts or the Independent Clauses of the 
sentence. 

4. Riches as well as poverty often prevent happiness. 

5. Mercury is a metal, but it is not a solid. 

What is the subject of the fourth sentence ? Riches 
and poverty are of equal rank, and together form the 
subject of the sentence. What words are used to 
connect them ? 

In the fifth sentence, but connects the independent 
clauses. 



368 ADVANCED ENGLISH 

Conjunctions used like and, but and as well as to 
connect words, phrases and clauses of equal rank are 
called Coordinate Conjunctions. 

A Coordinate Conjunction is a conjunction used to connect 
words, phrases and clauses of equal rank. 

The words most frequently used as coordinate con- 
junctions are : — 

and yet however either — or 

hut or as well as neither — nor 

therefore while whether — or not only — hut also 

The conjunctions both — and, either — or, neither 
— nor, not only — but also and whether — or are used 
in pairs. 

(Review Section 103.) 

Both Longfellow and Whittier were American poets. 

Either sing a song or tell a story. 

An orphan is a child that has neither father nor mother. 

I have not only diagrammed the sentences but have also 
parsed all the words. 

G-regorio did not know whether Auckland is in New Zea- 
land or in Australia. 

595. Analyze these sentences. Tell what jco?'ds are 
used as conjunctions and what each conjunction connects. 



1. Cigarettes and cigars are made in Manila. 

2. The Ilocanos as well as the Tinguianes make beau- 

tiful blankets. 

3. The boys walked through the town and across the 

rice fields. 



GRAMMAR AND COMPOSITION 369 

4. They saw some beautiful butterflies, but they could 

not catch any of them. 

5. A valley or a low plain is called a lowland. 

6. He was not a gentleman, but he had the appearance 

of a gentleman. 

7. He is a gentleman not only in his manner but also 

in his appearance. 

8. Neither his manner nor his appearance indicates that 

he is a gentleman. 

9. Both his manners and his appearance are excellent. 

10. Either he is a gentleman or he is a rascal. 

11. He is either a gentleman or a rascal. 

12. The soldiers were sick and starving, yet they would 

not surrender. 

13. My head aches badly ; however, I must finish this 

work. 

14. My father is dead, therefore I must help my 

mother. 

15. Pedro did not prepare for the examination, there- 

fore he failed to pass. 

16. Americans believe that education is necessary for 

liberty, therefore they have excellent schools. 

17. I will pay you with either pesos or paper money. 

18. They had neither locks to their doors nor bars to 

their windows. 

SUBORDINATE CONJUNCTIONS 

596. Analyze these sentences: — 

1. The ships did not leave the harbor because a 

typhoon was approaching. 

2. Before we can eat rice, it must be hulled by pound- 

ing, washed and cooked. 

GIBBS' ADV. ENG. 24 



370 ADVANCED ENGLISH 

3. If you should sail directly east from the Philippines, 

you would come to Mexico and Central America. 

4. I knew that Manila was captured by the English 

in 1762T" 

5. We shall have dinner as soon as father comes. 

Which of these sentences contain adverbial clauses ? 
Which contain noun clauses ? The modifying 
clause or the noun clause in a sentence is called the 
dependent, or Subordinate Clause. 

(Review Section 151.) 

What conjunctions introduce the noun clauses ? 
What conjunctions introduce the adverbial clauses ? 

These conjunctions — because, before, if, that and as 
soon as — used to connect clauses with the principal 
part of the sentence, are called Subordinate Conjunc- 
tions. 

A Subordinate Conjunction is a conjunction that is used to 
connect a clause with the principal part of the sentence. 

The words most commonly used as subordinate 
conjunctions are : — 

that than until though 

if for whereas as — as 

because since after unless 

before while although so — as 

Two or more words taken together are often used 
as a single conjunction : — 

as if in case that on condition that 

even if as soon as provided that 

as though in order that except that 



GRAMMAR AND COMPOSITION 371 

597. Diagram and analyze these sentences. Tell what 
ivords are conjunctions. Tell the hind of clause introduced 
by each conjunction, and the use of this clause in the 
sentence. 

1. He was discouraged when I last saw him. 

2. Please come to see us as soon as you can. 

3. The buri palm does not grow so tall as the cocoa 

palm. 

4. Three hundred eighty-five years have passed since 

the Spaniards came to our country. 

5. I shall be glad to assist you whenever you need 

assistance. 

6. You may go wherever you please. 

7. You should not study while you are sick. 

8. Though you should give me a kingdom, I would 

not deceive a friend. 

9. Frank will not go unless I go with him. 

10. Although my neighbor despises me, yet I will work 

for his good. 

11. We do not know why volcanoes exist. 

12. Please hold the book so that I can see the pictures. 

13. I will loan you the book on condition that you 

return it soon. 

14. Even if he were my brother, I could not be kinder 

to him. 

15. The mice will play when the cat is away. 

16. Where there is a will, there is a way. 

17. While there is life, there is hope. 

18. I am as busy as I can be. 

19. When you are in Rome, do as the Romans do. 

20. Do not count your chickens before they are hatched. 



372 ADVANCED ENGLISH 

Composition 

598. In writing, we should generally use short sen- 
tences and avoid the use of too many conjunctions. 

• Shorten each of the following sentences : — 

1. I have a small dog and he can stand on his hind legs. 

2. When was Washington born and where was he 

born ? 

3. We went to the city the other day and bought a 

bicycle and brought it home with us. 

4. Sixto tried to ride it, fell off and hurt his hand. 

5. The bicycle has pneumatic tires, and it has a bell 

and a lamp. 

599. Write short compositions about : — 

1. How Jars are Made. 

Rewrite, making the sentences shorter. 

2. The Uses of Bamboo. 

Rewrite, changing the simple sentences to complex sen- 
tences and the complex sentences to simple sentences. 

600. Write a composition about the government of 
your town, using this outline: — 

1. Who the officers are — how they are elected — their 
duties — salaries — the mayor — the councilors — the 
treasurer — the secretary — the justice of the peace — the 
police — the board of health — the school board. 

2. Who may vote — how voting is done. 

3. Why public officers should be honest and just. 

Tell the conjunctions in your sentences, the kind of con- 
junction and what each connects. 



PART III 

THE SENTENCE 

601. A Sentence is a complete expression of a thought 
in words. 

(Review Sections 6, 149, 151 and 154.) 

Rice is imported from Saigon. 

Why do we need to import rice ? 

Be industrious and thoughtful, and you will prosper. 

602. The parts of a sentence are : — 

1. The subject. 4. The adjective modifiers. 

2. The predicate. 5. The adverbial modifiers. 

3. The complements. 6. The independent elements. 

The Subject 

603. The Subject of a sentence names that about which 
something is said. 

604. The subject may be a noun : — 

Rivers flow toward the sea. Juan Luna ivas an artist. 

(Read Sections 52 and 66.) 

Write sentences, using these nouns as subjects: — 

1. India 4. Jolo 7. teacher 10. capital 

2. Mohammedans 5. Cebu 8. America 11. products 

3. grammar 6. Amoy 9. Tarlac 12. Salcedo 

605. The subject of a sentence may be a pronoun: — 

373 



374 ADVANCED ENGLISH 

We can read, speak and write English. 
They are industrious and peaceful men. 

What pronouns may be used as the subjects of sen- 
tences ? 

Write ten sentences, using pronouns as subjects. 

606. The subject of a sentence may be an in- 
finitive phrase : — 

To write well requires much practice. 
To be kind and helpful to others is one of our most im- 
portant duties. 

(Read Section 457.) 

Write sentences, using these infinitive phrases as sub- 
jects : — 

1. To do good. 4. To obey the laws. 

2. To criticise others. 5. To laugh at another's sorrow. 

3. To love our country. 6. To spend all that is earned. 

607. The subject of a sentence may be a participial 
phrase : — 

Your finding a fortune is not probable. 
Catching trepang and drying them is the chief occupa- 
tion of the people. 
Gathering edible birds' nests is a dangerous occupation. 

(Read Section 470.) 

Write sentences, using these participial phrases as sub- 
jects : — 

1. Playing ball. 4. Gathering cocoanuts. 

2. Making copra. 5. Your reading so well. 

3. Weaving pina. 6. Making alcohol from molasses. 



GRAMMAR AND COMPOSITION 375 

608. The subject of a sentence may be a clause : — 

Where Magellan was buried is not known. 
That he was killed on Mactan Island is certain. 

(Review Sections 144 and 248.) 

Write sentences, using these noun clauses as sub- 
jects:— 

1. Why volcanoes send out smoke and lava. 

2. That education is valuable. 

3. That the earth is round. 

609. The subject of a sentence may sometimes be 
omitted : — 

Bring me your booh. Please shut the door. 
Teacher, please tell me the name of this flower. 
(Read Sections 61 and 234.) 

Write ten sentences in each of ivhich tl%e subject shall 
be omitted. 

610. Analyze each of these sentences. Tell what is 
used as the subject of each sentence. 

1. The monsoon blows from the sea. 

2. This is the rainy season. 

3. Hunting wild animals is a pleasure to some men. 

4. To be successful requires constant work and 

thought. 

5. That he was a brave man needs no proof. 

6. Who committed the crime is still unknown. 

7. Raising rice and coffee is the most important occu- 

pation. 

8. To become a wise and useful citizen should be the 

desire of every boy. 



376 ADVANCED ENGLISH 

9. Good laws are necessary to a good government. 

10. The people of a republic must be industrious, edu- 

cated and peaceful. 

11. That a republic is a good form of government for 

an ignorant people is generally believed. 

Composition 

611. Position of the Subject. — In Declarative Sen- 
tences : — 

1. The usual position of the subject is before the 
predicate. 

Tf"rite a statement about each of five kinds of fruit. 
Tell the subject of each statement. 

(Review Section 118.) 

2. In the transposed order of the declarative sen- 
tence, the subject may be placed after the verb and 
the complement. 

Tell the subject of each of these sentences; — 

1. Steadily blew the monsoon. 

2. Westward for days and weeks sailed the ships. 

3. Away went Gil, and after him ran Ramon. 

4. Bang went the gun and away ran the deer. 

5. Here are five pesos for your expenses. 

6. There is an iron mine near Angat in Bulacan. 

Write these sentences, changing them to the it sua/ 
order. 

\\ 'rite ten sentences inwhich the subject shall be placed 
after the verb. 

612. In Interrogative Sentences : — 

(Review Sections 50, 438 and 442.) 



GRAMMAR AND COMPOSITION 377 

1. When the interrogative pronouns who, which 
and what are used, the subject follows the verb : — 

Who is that man ? Which is your hat ? 
What is the lesson to-day? 

Write sentences, using xvho, which, what to ask questions. 
Draw a line under the subject of each sentence. 

2. The subject is placed after the auxiliary: — 

Has mother gone? Is the spider eating the insect? 

Write questions about ten plants, introducing each 
question by an auxiliary verb. 

3. When the verb in the declarative sentence con- 
sists of only one word, the words do, does and did are 
used in the interrogative form and placed before the 
subject : — 

The hoy ate a chico. Did the boy eat a chico? 

He likes to swim. Does he like to swim ? 

The boys play tennis. Do the boys play tennis? 

(Review Section 439.) 

Write ten questions losing the words do, does and did 
to introduce the question. 

613. For emphasis, the complement may be placed 
first in the sentence. 

Tell the subject, verb and complement in each of tltese 

sentences : — 

1. Clear was the sky. Sweet was the morning air. 

2. A large white hat he wore, and a sword he carried 

in his hand. 



378 ADVANCED ENGLISH 

3. Beautiful eyes, indeed, you have. 

4. " How are pearls made ? " he asked. 

Copy these sentences, clianging them to the usual order. 
Write ten sentences in which the complements shall ho 
placed before the subject. 

In the following sentences, an adverbial phrase and 
an adverbial clause are placed before the subject for 
emphasis. 

In the forests the cicadas were singing. 

When we were in the forests we heard the cicadas singing. 

614. Copy this paragraph, transposing each sentence 
by placing the subject after tJw verb or complement ; — 

One day a great storm came down on the sea. The 
waves roared loudly. They rose as high as the hills. 
Their white tops foamed with rage. Night was at hand. 
A great ship was in the midst of this tempest. Her sails 
were torn and her helm was gone. She carried many 
people, but not a soul could be saved. 

615. Brevity. — It is generally better to use short 
sentences than long sentences. 

Copy the following sentences, separating each into two 
or more shorter sentences. 

1. Between them and the gate there was a river, but 
there was no bridge over it, and the river was very deep. 

2. My father went to the city and bought a bicycle, 
and he told them to send it to him, but they did not send 
it, and my father had to go to the city again to get it. 

3. The Negritos are among the smallest people in the 



GRAMMAR AND COMPOSITION 379 

world, and they have dark-brown skins, and their hair is 
very kinky, and it forms thick mats on their heads. 

616. Copy these complex sentences, changing each sen- 
tence into two or more shorter sentences : — 

1. The American Indians had poor weapons, which 
consisted of a bow and some arrows that had heads made 
of stone. 

2. They also carried a hatchet which they called a 
tomahawk and which was made of stone. 

3. On one occasion, several ants that belonged to one 
colony, were feeding on some honey that was spread on a 
piece of glass. 

617. Make short sentences of the folloiuing sentences, 
by changing each participial phrase into a sentence ; — 

1. One ant, neglecting her work and devoting herself 
entirely to eating honey, fell into the jar. 

2. The ancestors of the Filipino people, originating in 
Southern Asia, migrating down the Malay Peninsula and 
scattering over the fertile islands, finally reached the 
Philippines. 

3. Having boats and praos and being skillful sailors, 
they easily passed from island to island. 

618. Write a composition about your vacation, using 
short sentences. Tell : — 

1. Its length, when it began and ended. 

2. What you did, where you went. 

3. How you enjoyed the vacation. Feelings about its 

close. 

Reivrite the composition, changing the position of the 
subjects in as many sentences as possible. 



380 ADVANCED ENGLISH 

The Predicate 

619. The Predicate of a sentence is that which is said 
about the subject. 

(Review Sections 55 and (>9.) 

620. The predicate of a sentence always consists of, 
or contains, a verb : — 

The boy ran. The girl had been singing. 

621. Position of the Predicate. — The predicate of a 
sentence usually follows the subject : — 

The steamship sailed rapidly across the bay. 
The cicadas were singing in the forests. 

(See Section 118.) 

622. Sometimes a part of the verb is placed before 
the subject in order to ask a question. 

(Read again Sections 59 and 438, and 612, 2 and 3.) 

In poetry, the verb is sometimes placed before the 
subject : — 

And like music on the waters 
Is thy sweet voice to me. 
Gently blows the breeze from the southern seas. 

623. Analyze tliese sentences. Tell the complete predi- 
cate of each sentence. 

1. In the forests of Mindanao rubber is gathered by 

the Moros. 

2. On the tops of the hills and in the trees we may 

often see the houses of Subanos. 



GRAMMAR AND COMPOSITION 381 

3. When we were going up the Pasig River, we saw 

many rafts. 

4. Have you ever been in Manila on the Fourth of 

July? 

5. At sunrise, while we were sailing into San Ber- 

nardino Strait, we saw the top of Mayon Volcano. 

Composition 

624. Write sentences, telling : — 

1. How sugar cane is prepared for planting. 

2. How it is planted. 

3. The kind of soil in which it grows best. 

(1) Draw a line under the predicate of each of your 
sentences. 

(2) Copyfive of the longest sentences you have written. 
Rewrite each, making it sl%orter, if possible. 

625. In order to emphasize the action expressed by 
the verb and to give variety to the sentences in a 
composition, the verb is often placed before the sub- 
ject. 

(See Sections 59, 291 and 610.) 

Copy tliese sentences, writing tlie verbs before tl%e sub- 
jects : — 

1. Felipe fell down, the banca turned over and the 

valuable collection and all our labor were lost. 

2. The cart was on the railroad. It broke .down. The 

train came on. 

3. He said, "I'll be king.*' The other birds cried, 

" Cheat ! cheat ! " 

4. The lion roared loudly and struggled fiercely, yet 

he could not escape from the net. 



382 ADVANCED ENGLISH 

626. The adverbial phrase is often placed first in 
the sentence : — 

In heaven great shall be your reward. 
Down into the sea slowly sank the galleon. 

Copy these sentences, placing the adverbial phrases 
first : — 

1. The Negritos wear long bamboo combs in their hair. 

2. They have curious dances and ceremonies for mar- 

riage and death. 

3. They have continued for centuries in this wild state 

of life. 

4. Many other large tribes live in the northern part of 

the Cordillera. 

5. The Tagbanua live on the island of Palawan. 

6. Many sharks are swimming in the water about the 

ship. 

Write sentences beginning with tJtese phrases: — 

1. On Mactan Island. 3. On their landing. 

2. By the "blood compact." 4. With Magellan in Cebu. 

5. In order to assist the dato. 

6. After the death of Magellan. 

Write the sentences in Sections 567 and 568, placing 
the adverbial phrases before the subject and the verb. 

The Complement 

627. A Complement is a word, phrase or clause used to 
complete the meaning of a verb. 

Complements are of three kinds : Attribute, Object 
and Objective Complements. 



GRAMMAR AND COMPOSITION 383 

628. An Attribute Complement is a complement that is 
used to name or to describe the subject of the sentence. 

Toads are very useful. Russia is a large country. 

My desire is to become a useful man. 

The truth is that many people care little for education. 

(Read again Sections 97 and 191.) 

In the first sentence, what kind of word is used as 
the attribute complement? What does it describe ? In 
the next sentence, what noun is the attribute comple- 
ment ? What does it name ? What kind of phrase 
is the attribute complement in the third sentence? 
What kind of clause is the attribute complement in 
the fifth sentence ? After what verbs are these 
attribute complements used ? 

Analyze these sentences. Tell what ivord, phrase or 
clause is used as attribute complement in each. 

1. The moon is a satellite. The earth is a planet. 

2. Many stars are suns. Some stars are large and 

bright. 

3. The south wind is warm. The north wind is cool. 

The air feels damp. 

4. My hope is to go to college next year. 

5. You may sometime be a governor. 

6. The people will be glad to see you. 

7. Their belief is that the sun is a person. 

8. My statement was that every man should under- 

stand his government. 

9. I feel cold. The hat became old. Your hat looks 

new. The orange smells sweet. 



384 ADVANCED EXGLISII 

629. The attribute complement may be — 

1. A noun : — 

Our patriot is Jose Rizal. 

2. A pronoun : — 

It is I. You are she. 

3. An adjective : — 

Our country is poor. The Pdsig River is short. 

4. An infinitive phrase : — 

My wish is to be wise and useful. 

5. A clause : — 

My belief is that the Assembly will be very useful to our 

country. 
The question is, What are the conditions necessary for 

raising hemp? 

6. A prepositional phrase : — 

My composition is about Magellan. 

7. A participial phrase : — 

My occupation now is studying English grammar. 

630. Write sentences, using the following worth. 
phrases and clauses as attribute complements: — 

1. dishonest 4. fruit 7. metal 

2. unsuccessful 5. product 8. mineral 

3. English grammar 6. province 9. wealthy 

10. To tell the truth. 12. That the sun is a star. 

11. To do my work well. 13. That we raise more hemp. 



GRAMMAR AND COMPOSITION 385 

631. Write sentences, using the following adjectives as 
attribute complements and tJze adverbs to modify verbs ; — 

(Review Sections 49 and 193.) 

1. smooth 5. neat 9. badly 13. slowly 

2. smoothly 6. neatly 10. wise 14. quick 

3. kind 7. well 11. wisely 15. quickly 

4. kindly 8. bad 12. slow 16. heavy 

632. Variety in Sentences. A composition would 
be very uninteresting if all the sentences were of 
the same length and kind. A Variety in Sentences 
makes the composition interesting. The following 
are some of the ways of varying the form of a sen- 
tence without changing its meaning — 

1. The verb may be changed from the active voice 
to the passive voice : — 

All of us make mistakes. Mistakes are made by all of us. 

(Review Sections 400 and 402.) 

Write ten sentences, using verbs in the active voice. Me- 
ivrite tlie sentences, changing the verbs to the passive voice. 

2. The words It and There may be used to intro- 
duce some sentences. 

(Review Sections 51 and 291.) 
Use it or there to introduce each of these sentences: — 

1. To live in a swampy place is unhealthful. 
It is unhealthful to live in a sivampy place. 

2. Copper mines are in Benguet. 

There are copper mines in Benguet. 

3. A man was calling for you. 

4. That he is sick now is unfortunate. 

GIBBS' ADV. ENG. 25 



386 ADVANCED ENGLISH 

5. Seven doves were in the tree. 

6. No sound of men or dogs was heard. 

7. To work late at night is not good for your health. 

8. To speak and write English correctly is not easy. 

9. His ambition is to become a lawyer. 
10. Many mangoes were on the ground. 

3. Simple sentences may be combined to form 
complex and compound sentences. 

Copy these sentences, combining those in each group 
into one sentence. Analyze each sentence that you write. 

1. The Sierra Madre mountains are high. They in- 

tercept the rain clouds. 

2. A shark was seen. It was swimming after our boat. 

It was three meters long. 

3. We threw a strong hook and line overboard. The 

hook was baited. It was baited with a piece of 
pork. 

4. The shark saw the meat. He quickly swallowed it. 

5. He immediately dashed away. He pulled the boat 

rapidly after him. He soon became tired. 

6. We slowly pulled in the line. The shark was near 

the boat. Then we struck him with a spear. 

4. The order of the words in a sentence may be 
changed by writing the verb or the complement be- 
fore the subject, and by other transpositions. 

(Review Sections 611, 612, 613, 622 and 625.) 

Write five sentences in which the subject is placed after 
the verb or the auxiliary. 

Never shall I do that again. 

Fierce was his eye and stead// teas his aim. 



GRAMMAR AND COMPOSITION 387 

Write five sentences in which the complement is placed 
before the subject. 

The fish we sold, and the money we lost. 

5. Short sentences may be used, but not all the 
sentences should be short. 

Write a composition about A Fish, using many short 
sentences. Use this outline: — 

1. Description of the fish — size, shape, color, scaly or 

smooth, fins, tail, mouth, eyes. 

2. Where it lives. Its food. 

3. How it is caught. Its value for food. 

633. Write each of these sentences in different ways, 
changing the form, but not the meaniivg, by combining 
and transposing : — 

1. To become a good mechanic requires skill and 

patience. 

It requires skill and patience to become a good mechanic. 
Skill and patience are required to become a good mechanic. 

2. Martin packed his bundle. He did it last night. 

The next morning he left home. He started 
early. 

3. London is the largest city in the world. It is also 

the richest. It contains nearly five millions of 
people. 

4. A storm hung over the mountains. The lightning 

flashed and the thunder roared constantly. 

5. My opinion is that mosquitoes transmit cholera. 

6. A dove was on the nest. There were two eggs in 

the nest. 



888 ADVANCED ENGLISH 

634. Write a paragraph beginning with one of tJiese 
sentences ; — 

1. While I was coming to school this morning, I met a 

beggar. 

2. The Tagbaniia of Palawan have some interesting 

customs. 

3. Camotes are an important food. 

Rewrite your paragraph, changing the sentences so as 
to secure a greater variety. 

635. An Object Complement is a complement that names 
the person or thing that receives the action expressed by 
the verb. 

The hunter killed the deer. i~ saiv him. He shot it. 
We know that he killed it. He tried to find a wild 
boar. 

(Review Sections 95 and 200.) 

636. The object complement may be — 

1. A noun : — 

Columbus discovered America in 1492. 

2. A pronoun : — 

We saiv you. They caught us. He heard me. 
(Review Section 279.) 

3. An infinitive phrase : — 

We tried to find him. The baby learned to walk. 

(Review Section 457.) 

4. A participial phrase : — 

We should avoid injuring the feelings of others. 



GRAMMAR AND COMPOSITION 389 

5. A noun clause : — 

The teacher asked, " How many pupils are ready ? " 
The pupils replied; "We all are ready." 

(Review Sections 144 and 248.) 

637. Analyze these sentences. Tell the object comple- 
ment in each sentence. 

1. The Chinese make much silk cloth. 

2. We export copra, oil, perfumes, hemp and sugar. 

3. The people wish to be peaceful and prosperous. 

i. The governor requests that the streets in all the 
towns be kept clean. 

5. He commands that all shall obey and respect the 

laws. 

6. He wishes to be just to all the people. 

7. He tries to secure their full rights and liberties 

according to the laws. 

638. Write sentences, using these words, phrases and 
clauses as object complements: — 

1. him 4. Vigan 7. Whom to ask. 

2. them 5. vinegar 8. To write my composition. 

3. fleet 6. sugar cane 9. How many eyes a fly has. 

639. The object complement should be distin- 
guished from an indirect object. 

(Review Section 211.) 
The tailor made a coat. The tailor made the boy a coat. 

What did the tailor make ? What does boy tell ? 

The word boy tells for whom the coat was made. 

Boy is an indirect object. It tells for whom the 



390 ADVANCED ENGLISH 

object complement is intended. It is part of a phrase, 
having the preposition for omitted. . 

Write these sentences on diagrams. Tell the object 
complement and the indirect object in each sentence. 

1. My sister made her doll a dress. 

2. The little boy bravely told him the truth. 

3. The superintendent gave us new pens. 

4. The doctor gave the sick man a drink. 

5. The governor sent his secretary a letter. 

6. Mr. Ross taught the girls singing. 

7. I wish you good health. 

8. Bring me three bananas. 

9. The woman sold mother some pearl buttons. 
10. We gave the beggar three centavos. 

640. Write sentences, using tliese words first as object 
complements and then as indirect objects: — 

1. him 3. Helena 5. merchant 7. uncle 

2. them 4. father G. captain 8. doctor 

641. An Objective Complement is a complement that de- 
scribes or names the object complement. 

I made the sentence longer. 

We consider Leonardo an honest man. 

(Review Section 206.) 

Notice the difference between these sentences : — 

I made a long sentence. 
I made the sentence long. 

In the first sentence, long is used only as an adjec- 
tive to describe sentence, but in the next sentence, 






GRAMMAR AND COMPOSITION 391 

long describes sentence and also helps to complete the 
predicate. It is an objective complement. 

Analyze these sentences. Tell the object and the objec- 
tive complements in each sentence. 

1. I cut the bole round. 

2. We made the ball very large. 

3. We call him captain. 

4. The boy painted his hand red. 

5. The people elected him governor. 

6. The storm made the water muddy. 

7. We elected Pedro captain of our baseball team. 

8. We named the baby Benito. 

642. Write sentences, using these words as objective 
complements : — 

1. green 3. hard 5. square 

2. smooth 4. Leo 6. captive 

643. The Paragraph. 

1. Head this paragraph:— 

The most productive lands in the world are flood plains. 
During every rainy season, the streams bring down parti- 
cles of rock from the higher grounds, and deposit them as 
a layer of fine sediment over their flood plains. A soil thus 
frequently enriched and renewed is inexhaustible. In a 
rough, hilly or mountainous country, the best farms and 
the densest population are found in these lowlands along 
the streams. The flood plain of the Nile in Egypt is the 
most famous in history. For a distance of fifteen hun- 
dred miles above its mouth, the Nile flows through a 
rainless desert. The heavy rains which fall upon the 
highlands about its source cause it to overflow its valley. 



392 ADVANCED ENGLISH 

Its rich flood plains were one of the first homes of civili- 
zation. They have supported a dense population for 
thousands of years. The flood plains of the Tigris and 
Euphrates rivers also were once the seat of a powerful 
civilized people. The plains of the Ganges in India and 
of the Hoang in China are the largest and most populous 
in the world. 

(Review Sections 21, 189, 233 and 242.) 

What is this paragraph about? With what par- 
ticular fact about flood plains is it concerned ? Why 
are flood plains so productive ? How do they aid 
man ? What examples of productive flood plains are 
given ? What other examples can you think of ? 

The subject or topic of this paragraph is expressed 
in the first sentence. It is the productiveness of 
flood plains. 

The sentence that tells what the paragraph is 
about is called the Topic Sentence. All the other 
sentences in the paragraph refer to the topic men- 
tioned in this sentence. They state the subtopics of 
the paragraph. 

The following outline shows the topic sentence and 
the subtopics of the paragraph above : — ■ 

(Topic sentence.) The most productive lands in the 
world are flood plains. 

(Subtopics.) 1. Streams deposit layers of sediment on 
the flood plains. 

2. This renewal of soil makes them inexhaustible. 

3. In a hilly country, people live on the low plains. 



GRAMMAR AND COMPOSITION 393 

4. Examples of fertility of flood plains: Nile, Tigris, 
Euphrates, Ganges and Hoang. 

2. Reproduce the paragraph from memory by aid of 
the outline. 

3. Make an outline containing the topic sentence and 
the subtopics of the following paragraphs ■ — 

1. 

The paragraph is very important. Our ability to ex- 
press our thoughts clearly depends largely upon our skill 
in forming paragraphs. The writing of correct sentences 
is not sufficient. The sentences should be grouped about 
the topics to which they refer. Each paragraph or group 
should make some one topic clear. A series of paragraphs 
may state our thoughts about any subject, but if one of 
these paragraphs is not clear, the whole subject also is not 
understood. 

2. 

Streams are the easiest routes of travel and commerce. 
In uncivilized countries they are almost the only routes. 
Explorers and settlers follow them into the interior from 
the sea. For some distance up from its mouth, a river 
usually furnishes a smooth waterway, upon which cargoes 
may be easily transported. In new countries, the first 
homes, towns and cities are built along the streams. In 
hilly and mountainous regions, the main routes follow the 
streams, whether the routes are mere paths, or roads or 
railroads. 

4. Reproduce each paragraph from memory, using 
your outline. 

5. Write a paragraph, using the following topic sen- 
tence and subtopics : — 

When the Spaniards arrived in the Philippines, the 
Filipinos were using systems of writing. 



394 advancp;d English 

1. The systems were borrowed from the Hindus. 

2. Many could read and write. 

3. They wrote upon bamboo or upon palm leaves. 

4. They wrote poems and songs. 

5. The Tagbanua still use a similar writing. 

644 . Write a paragraph, using the following outline : — 

The datos had a curious custom of sealing their agree- 
ments by a "blood compact." 

1. A wound was made in the breast of each chief. 

2. Each sucked or drank the other's blood. 

3. Magellan formed such a compact with the dato of 

Cebu. 

4. Legaspi observed this custom. 

Rewrite your paragraph, changing the sentences so as 
to secure a greater variety. 

(See Section 632.) 

Adjective Modifiers 

645. Adjective Modifiers are words, phrases or 
clauses that are used to modify nouns or pronouns. 
They are the modifiers of the subject of the sentence. 
They are adjectives, or some word or words used as 
equivalents of adjectives. 

(Review Sections 23, 78, 134, 482 and 485.) 

646. Adjectives : — 

The only vessel in the narrow harbor was a small steamer 
flying the Spanish flag. 

What words in this sentence are adjectives ? What 
noun does each adjective modify ? 






GRAMMAR AND COMPOSITION 395 

Write sentences, using these adjectives. Tell what noun 
each modifies. 

1. obedient 3. excellent 5. useful 7. selfish 

2. industrious 4. healthful 6. fertile 8. wise. 

647. A possessive noun or pronoun : — 

The farmer's house is large. 
My ship is on the sea. 

What words in these sentences show possession ? 
These words modify the nouns by telling whose ship 
and whose house. They are equivalent to the ad- 
jective phrase — of mine, of the farmer. 

(Review Sections 231 and 285.) 

Write ten sentences, each of which shall contain a pos- 
sessive modifier. 

Rewrite these sentences, changing each possessive modi- 
fier into an equivalent phrase. 

648. A noun in apposition : — 

Juan Luna, the artist, painted this picture. 
The volcano Mayon is a national symbol. 

These words, artist and Mayon, modify by explain- 
ing or telling what Juan Luna and what volcano are 
spoken of, and in this way are equivalent to adjectives. 

(Review Section 236.) 

Write ten sentences, each containing an appositive 
modifier. Tell what word each modifies. 

649. A prepositional phrase: — 

The surface of the island of Bohol is hilly. 



396 ADVANCED ENGLISH 

What are the phrases in this sentence ? What 
noun does each phrase modify ? 

(Review Sections 74 and 523.) 

Write sentences, using these -phrases as adjective modi- 
fiers:— 

1. Of the ocean. 4. With four white feet. 

2. To the forest. 5. Of the plain. 

3. In the sky. 6. On the hillsides. 

650. An infinitive phrase : — 

Your desire to assist me is appreciated. 

Our plan to build a new house must be abandoned. 

What are the infinitive phrases in these sentences ? 
What does each phrase tell ? What word does each 
modify ? 

(Review Sections 457 and 524.) 

Copy these sentences, writing an infinitive phrase in 
place of each blank. Tell what each, phrase modifies. 

1. My desire .... may sometime he satisfied. 

2. The boy's efforts .... were successful. 

3. We did not know of his wish .... 

4. The best time .... is in June. 

5. One way .... is to pound it with mallets. 

651. A participial phrase: — 

The vessel, having struck a rock, sank. 
We saw the governor, riding on his horse. 

What is the participial phrase in each of these 
sentences ? What noun does each modify ? 

(Review Sections 470 and 525.) 



GRAMMAR AND COMPOSITION" 397 

Write sentences, using these participial phrases as ad- 
jective modifiers : — 

1. Wearing a long coat. 4. Playing in the water. 

2. Carrying a cane. 5. Having been gathered. 

3. Having a long nose. 6. Standing under the mango tree. 

652. An adjective clause : — 

Me who criticises himself may criticise others. 
Hemp, which grows in Abay, is a valuable product. 
The things that are most valuable to us are health, 
happiness and prosperity. 

We must learn what will be most useful to us. 

What is the clause in each of these sentences ? 
What pronoun introduces each clause ? What noun 
or pronoun does each clause modify ? 

(Review Section 526.) 

Write ten sentences, each containing an adjective 
clause. 

Composition 

653. An adjective modifier should be placed as near 
as possible to the word that it modifies. 

1. Adjective word modifiers precede the nouns 
that they modify : - — 

Many beautiful, fragrant flowers were blooming. 

Write sentences, using two or more adjectives to modify 
these nouns : — 

1. river 3. cloud 5. smoke 7. road 9. town 

2. mountain 4. sky 6. fire 8. fence 10. plain 



398 ADVANCED ENGLISH 

2. In poetry, the adjective is often placed after the 
noun : — 

All things bright and beautiful, 
All creatures great and small. 

Find other cases in poems in your readers or other 
boohs. 

3. When the adjective has modifiers, it usually 
follows the noun : — 

A man wise in his own judgment is unwise in the judg- 
ment of others. 

A tree very useful to man is the cocoanut palm. 
His voice so strong and clear could be easily heard. 

4. The ordinal numbers, first, second, third, fourth, 
fifth, etc., and the cardinal numbers, one, two, three, 
four, five, etc., are used as limiting adjectives. 

When both an ordinal and a cardinal adjective are 
used to modify a noun, the ordinal adjective is placed 
first : — 

The last five images of the book. 

The first three boys in the line. 

Use tJiese words in sentences : — 

1. first two 3. second one 5. tenth one 

2. last six 4. last half 6. third three 

5. A phrase or a clause used as au adjective should 
be placed immediately after the word it modifies: — 

The bridge over the river was carried away. 
Your attempt to finish did not succeed well. 



GRAMMAR AND COMPOSITION 399 

The composition, having been written, ivas given to the 
teacher. 

A city which is on a hill cannot be hid. 

Write sentences, using these phrases and clauses as 
adjectives : — 

1. Of the mountain. 5. Who lived in Manila. 

2. Wearing a turban. 6. Which is a valuable dye. 

3. To catch the scorpion. 7. That was broken. 

4. Rising from his seat. 8. To whom he gave the money. 

6. The participial phrase used as an adjective may 
be placed first. However, there should be no doubt 
as to which noun it modifies : — 

Having finished his composition, Leon studied history. 
Wearing a large helmet and carrying a white umbrella, 
the man walked through the barrio. 

654. Variety in Sentences. Variety in the form of 
sentences may be secured by changing the form of 
adjective modifiers : — 

Write these sentences, changing the underlined words 
to adjective phrases : — 

1. A white-haired man sat at the table. 

2. Childish griefs are soon forgotten. 

3. The explorer discovered a very valuable mine. 

4. A West Indian woman is visiting in our barrio. 

5. He wore a pair of brown leather shoes. 

655. Write these sentences, changing the infinitive 
phrases into adjective clauses : — 

1. This is a trap to catch wild fowl. 

This is a trap which is used to catch wild fowl. 



400 ADVANCED ENGLISH 

2. He had nothing to say. 

3. The people gathered roots to burn. 

4. There are many things to tell you. 

5. Bananas to be eaten should be ripe and clean. 

6. Water to be drunk should be boiled. 

7. Every man should have a trade to follow. 

8. The farmer has seed to be planted. 

656. Write these sentences, changing the adjective 
phrases to clauses.- — 

1. A man without courage is a weak man. 

2. The speaker said nothing of interest to me. 

3. The lake in the crater is very deep. 

4. We stopped at a house near the shore. 

5. The valley between the Zambales and the Caraballo 

mountains is wide and fertile. 

657. Combine tlxese sentences, forming one of the sen- 
tences into an adjective modifier : — 

1. The Tartars are Mongols. They live in Northern 

China. 

2. Marco Polo lived many years in China. His home 

was in Italy. 

3. The Mohammedans worship Mohammed. Moham- 

med lived in Arabia. 

4. Vasco da Gama was a Portuguese. He sailed around 

Africa to India. 

5. Columbus was an Italian sailor. He had spent 

many years as a sailor and map maker. 

6. Columbus sailed from Palos, August 3, 1492. Palos 

is one of the small seaports of Spain. 

7. He called the tall, straight-haired, copper-colored 



GRAMMAR AND COMPOSITION 401 

natives "Indians." He found them on the 
islands. 

658. Write these sentences, changing each adjective 
clause to a participial phrase : — 

1. Name five objects that are made of iron. 

2. William Penn was a man whom the Indians always 

respected. 

3. We live in a house that is made of bamboo. 

4. The waves that were dashing over the ship soon 

tore it to pieces. 

5. Iron, lead and other minerals that are dug out of 

rocks are called ores. 

6. South Africa, which was first settled by the Dutch, 

now belongs to the English. 

7. In the Pacific Ocean are the Hawaiian Islands, which 

belong to the United States. 

8. Our chief product is hemp, which is used largely for 

making rope and paper. 

659. Copy these sentences, changing the adjective 
clauses to equivalent adjectives.— 

1. I like the air which is clear and cool. 

2. We all like a man who is courageous. 

3. A man who has energy is needed in this position. 

4. We visited the place in which you were born. 

5. Mr. Lopez is a man who has much influence. 

660. The Paragraph. — The Topic Sentence. 

1. Tell tl%e main topic and the subtopics of these 
paragraphs : — 

If Rondaine had been famed for anything at all, it 
would have been for the number of its clocks. It had 

GIBBS' ADV. EKG. 26 



402 ADVANCED ENGLISH 

many churches, and in the steeple of each of these 
churches there was a clock. There were town buildings 
which stood upon the great central square. Each of these 
had a tower, and in each tower was a clock. Then there 
were clocks at street corners and in the market place; 
clocks over shop doors, and a clock at each end of the 
bridge. 

Many of these clocks were fashioned in some quaint 
and curious way. In one of the largest, a stone man came 
out and struck the hours with a stone hammer, while a 
stone woman struck half hours with a stone broom. In 
another, an iron donkey kicked the hours on a bell behind 
him. It would be impossible to tell all the odd ways in 
which the clocks of Rondaine struck. 

It was very interesting to lie awake in the night and 
hear the clocks strike. First would come a faint striking 
from one of the churches in the by-streets, a modest 
sound; then from another quarter would be heard a more 
confident clock, striking the hour clearly and distinctly. 
When they were quite ready, but not a moment before, 
the seven bells of the large church on the square would 
chime out the hour. The sound of these bells seemed to 
wake up the stone man in the tower of the town building, 
and he struck the hour with his hammer. And when 
every sound had died away, the iron donkey would kick 
out the hour on his bell. 

2. Write the topic sentence and tlie subtopics of each 
of the above paragraphs. 

3. Write tJie paragraphs from memory, using your 
outline. 

4 . Copy the first paragraph, changing th e length of the 
sentences. 



GRAMMAR AND COMPOSITION 403 

5. Copy tlie second paragraph, making tlve sentences 
shorter. Change the position of the words in some of the 
sentences. 

6. Write a paragraph, using the following outline : — 

Before the Spanish came, there were, under the datos, 
three classes of Filipinos. 

1. The free people, who paid no tribute to the dato. 

2. A partly free people, a large class, who were in 

debt for service. 

3. The slaves, a very numerous class, who had been 

captured, purchased or enslaved for debt. 

Tell the adjective modifiers that you have used. Re- 
write the paragraph, changing tl%e length of these 
modifiers, where possible. 

661. Study the thought of the following sentences. 
Tell the main topics to which they relate. Divide the 
sentences into paragraphs. Write an outline of each 
paragraph. 

In this place in Egypt, the houses are made of mud, 
which was formed into bricks and dried in the sun. 
Most of them have only one story and two rooms. The 
roofs are flat and are covered with straw and palm leaves. 
In the mud walls, near the roof, there are little square 
holes, which admit the air and serve as windows. The 
furniture of one of these houses consists mainly of a few 
mats, a copper kettle and some jars. The bed is a ledge, 
built in the side of the room. Fires are not needed for 
heating, and the cooking is done out of doors on little 
stoves of baked clay. The ordinary food of the people is 
a coarse bread of corn, wheat or millet made in flat, 
round cakes. They eat vegetables, cheese, eggs and 



404 ADVANCED ENGLISH 

dates, but they seldom have meat. They sit about on the 
ground at their meals and every one eats with his fingers. 

662. In Conversations, the introduction and what 
each person says (or said) are usually in separate 
paragraphs. 

1. Head again the story in Section 376. Into how 
many paragraphs is it divided? Copy the conversation. 

'2. Write the rules for tlie use of the com mo. capital 
letters and quotation marks with direct (/notations. 
(Review Sections 147 and 270.) 

3. Copy the following story, dividing it into para- 
graphs:— 

A slim bamboo and a large bamboo grew in the forest. 
One day some woodmen came into the forest to gather 
bamboo. They saw the big bamboo and said, "Here is 
a tall, straight bamboo. It will do for a mast. We 
will cut it first." " Good-by," said the tall bamboo to 
the little one; "I am going to see the world and do great 
things. Good-by, child; I hope you will not be used t>> 
make rain coats. When I am on the bright and beautiful 
sea, I shall remember and pity you !" " Good-by," sighed 
his little comrade. "Good fortune go with you." 

4. Suppose that yon hare found a knife, and Pedro 
claims it. Write a short conversation about the knife. 

5. Reproduce a short story, or an anecdote, that con- 
tains conversation. 

663. Write a short composition abou t Japan . 

Tell what adjective modifiers you have used, and what 
each m odifies. 



GRAMMAR AND COMPOSITION 405 

Adverbial Modifiers 

664. Adverbial Modifiers are words, phrases and clauses 
that are used to modify the meaning of verbs, adjectives or 
adverbs. 

Adverbial modifiers are adverbs, or some word or 
words used as equivalents of adverbs. 

665. Adverbs : — 

Tlie girl writes carefully. 

The sentence tvas very carefully written. 

Iron is the most useful metal. 

(Review Section 43.) 

Write sentences, losing these adverbs : — 

1. too 3. more 5. more slowly 7. there 

2. very 4. quickly 6. carefully 8. never 

666. Nouns or pronouns in the objective case : — 

We gave him an orange. We paid the boys five dollars. 
The president sent the people a message. 

(Review Section 237.) 

We walked five miles. The book cost two dollars. 

(Review Section 238.) 

Write sentences, using these words as indirect objects or 
as adverbial phrase modifiers : — 

1. her 4. hour 7. merchant 10. friend 

2. them 5. cents 8. Pedro 11. doll 

3. you 6. meters 9. brother 12. me. 

667. A prepositional phrase: — 

We went to the city. The man rides on an old horse. 

(Review Sections 74 and 5(37.) 



406 ADVANCED ENGLISH 

Write ten sentences, each containing an adverbial 
phrase. 

668. An infinitive phrase : — 

We went to the river to catch crabs. 
We came to school to learn, not to play. 

Why did we go to the river ? Why do we go to school ? 

(Review Sections 125 and 568.) 

Copy these sentences, writing in place of each blank 

an infinitive phrase used as an adverbial modifier: — 

1. The men went to the forest .... 

2. We wished to go to Manila .... 

3. The santol was too green .... 

4. We pound the rice .... 

5. The monkeys came to the fields .... 

6. He climbed the palm .... 

669. An adverbial clause i — 

The boys planted the palms after school had closed. 
When the palms are large, they will make the school yard 
cool arid shady. 

(Review Sections 140 and 570.) 

i Copy these sentences, completing the adverbial clauses. 
Tell what verb each clause modifies. 

1. I went because .... 

2. I bought this book when .... 

3. The boy waited patiently while .... 

4. I shall not loan him the book, for .... 

5. You must wait here until .... 
G. He will not ero if ... . 



GRAMMAR AND COMPOSITION 407 

7. He continued on his journey, although .... 

8. I shall not speak to him unless .... 

Composition 

670. Position of adverbial modifiers. The adverbial 
modifier is generally placed as near as possible to the 
word it modifies. 

(Review Sections 557 and 558.) 

1. The adverbial modifier usually follows an in- 
transitive verb : — 

We walked rapidly. He walked down the hill. 

Re walked while the others rode. 

The kingfisher fleiv away to its nest because it saw me. 

Write five sentences, using intransitive verbs modified 
by adverbs. 

Rewrite tl%e sentences, using phrases and then clauses. 

2. An adverb, modifying a transitive verb, gener- 
ally precedes the verb consisting of only one word : — 

I frequently speak English. 

The farmers usually thresh rice in January. 

If the verb consists of more than one word, the 
adverb frequently follows the auxiliary : — 

He will soon finish the letter or, He will finish the letter 
soon. 

They have already threshed the rice or, The farmers have 
threshed the rice already. 

Write sentences, using tlie following verbs modified 
by adverbs: — 



408 ADVANCED ENGLISH 

1. saw 3. learned 5. tell 

2. have seen 4. will learn (3. had told 

3. An adverbial phrase often follows the object 
complements : — 

/ speak English with great difficulty. 
They killed pigs on feast days. 

The adverbial phrase is also often placed before the 
verb : — 

The Filipinos on the arrival of the Spaniards worshiped 
fetiches or idols. 

Pigafetta in his book describes some of those idols. 

Write sentences containing transitive verbs modified 
by these phrases: — 

1. On blue paper. 4. From his pocket. 

2. With a rattan. 5. Out of the jar. 

3. Under his seat. 6. Upon the ground. 

4. Adverbial clauses may be placed before or after 
the principal clause : — 

When the iron is hot, then it is the time to strike. 
That you may write well, you must write often and care- 
fully. 

Write ten sentences containing adverbial clauses. 
Rewrite the sentences, placing adverbial c/a/tses first. 

5. When an adverbial word, phrase and clause 
modify a verb, the adverb is placed first and the 
clause last : — 



GRAMMAR AND COMPOSITION 409 

Me often recited the poem in a loud voice while he was 
alone in the fields. 

The hunter walked rapidly through the forest because he 
wished to reach home before dark. 

6. Write a paragraph about the following topic, 
using several adverbs, adverbial clauses and phrases: — 

The Care of the Teeth 

1. Importauce of keeping them clean and sound. 

2. How to care for them. 

671. Variety in Sentences. By changing the posi- 
tion and the form of adverbial modifiers, greater 
variety of sentences may be secured. 

The adverbial word, phrase or clause may be placed 
first in the sentence : — 

Frequently, we have reviews. 

In sailing to Manila, we must pass through San Bernar- 
dino Strait. 

When the Spanish came, the population of the Islands 
was about 500,000. 

When the adverbial phrase or clause is placed out 
of its usual order, it is generally separated from the 
remainder of the sentence by a comma. 

Copy this paragraph, changing tJie position of the 
adverbial phrases and clauses; — 

The Negritos, on the other hand, seem to have been 
more numerous. They were noticed on the Island of 
Negros. This island was called Negros because many 
Negritos were seen there. The Negritos were numerous 



410 ADVANCED ENGLISH 

in the vicinity of Manila and Batangas. They mingled 
freely with the Tagalog population. 

672. A prepositional phrase may be changed into an 
adverbial clause : — 

The boys played ball before coming to school. 
The boys played ball before they came to school. 

Copy these sentences, expanding tlw adverbial phrases 
into clauses : — 

1. We started before sunrise. 

2. Several men died in the ship. 

3. She waited for my return. 

4. On the voyage we met many friends. 

5. Upon my return, I read the letter. 

673. A participial phrase may be changed to an 
adverbial clause : — 

.Coral animals, dying, form large islands with their bodies. 
Coral animals, when they die. form large islands with 
their bodies. 

Copy these sentences, changing the participial phrases 
to adverbial clauses: — 

1. Hearing my footsteps, the deer ran away. 

2. The thief was caught leaving the house. 

3. Hearing of your accident, I came at once to see you. 

4. Wishing an early start, we arose at four o'clock. 

5. Having lost his money, he returned. 

674. An adverbial clause may be changed to a prep- 
ositional, an infinitive or a participial phrase : — 



GRAMMAR AND COMPOSITION 411 

We go to school in order that we may learn. 

We go to school to learn. 

Copy these sentences, changing each adverbial clause 
into a phrase : — 

1. They gathered nuts and fruits before they left the 

island. 

2. Before they planted the rice, they dug up the 

ground with sticks. 

3. If you save your centavos, you may soon have pesos 

to spend. 

4. If we use short words, we shall be more easily un- 

derstood. 

5. He purchased the hemp because he wished to make 

some rope. 

6. Before he sailed for America, he sent a telegram to 

his father. 

7. When school closed, the boys played ball. 

8. He went to America because he wished to study 

medicine. 

9. Before you begin to write a composition, be sure 

that you know what you wish to say. 

675. An absolute phrase, which is a participial 
phrase containing a nominative absolute, may be ex- 
panded into an adverbial clause of time or cause : — 

The city having been captured, the garrison surrendered. 
Because the city had been captured, the garrison sur- 
rendered. 

Copy these sentences, changing the absolute phrases 
into adverbial clauses: — 

1. The dry season having come, the water in the wells 
was becoming low. 



412 ADVANCED ENGLISH 

2. We could not go, the typhoon having flooded the 

country. 

3. The rain being over, the stars came out. 

4. The mangoes being picked, they were put into large 

baskets. 

676. The adverbial clause may be changed to an 
absolute phrase : — 

We hastened to return, because night was approaching. 
Night approaching, we hastened to return. 

Copy these sentences, changing the adverbial clauses 
into absolute phrases : — 

1. When the service ended, the people returned to 

their homes. 

2. After the coffee has been picked, it is spread in the 

sun to dry. 

3. The night was very dark, for there was no moon. 

4. After the signal was given, the game began. 

5. Because he was dissatisfied, he resigned his position. 

677. Write these sentences in two or more ways, chang- 
ing the position and the form, of the adverbial modi- 
fiers : — 

1. I bought this fan while in Manila. 

2. Swiftly down from the branch darted the kingfisher. 

3. Seeing a fish, the kingfisher darted from the tree. 

4. When I was leaving, a man touched me on the arm. 

5. The ship soon broke into pieces after striking the 

rock. 

678. Write a paragraph, using the following ani- 
line:— 



GRAMMAR AND COMPOSITION 413 

At Manila there are two seasons. 

1. The wet season — begins, ends, cloudiness, winds, 

rainfall, temperature. 

2. The dry season — begins, sunshine, cloudiness, 

winds, temperature. 

Tell tlte adverbial modifiers that you have used. Re- 
write the paragraph, changing the position or length 
of tl%e adverbial modifiers. 

Independent Elements 

679. The Independent Elements of a sentence are the 
words that have no close connection with any of the other 
words in the sentence. 

680. The independent elements are — 

1. The names of persons addressed : — 

Leonardo, write your sentences on the blackboard. 
When your father comes, Leon, tell him that I wish to see 
him. 

How is the comma used in these sentences ? 

(Read Sections 63 and 23i.) 

Write five other sentences, each containing words that 
are independent by address. 

2. The absolute phrase: — 

The country being flooded, we traveled by banca. 

The rainy season having begun, the farmers began to 
ploiv the paddies. 

The paddies having been prepared, the people began 
planting the rice. 

(Review Sections 235 and 470.) 



414 ADVANCED ENGLISH 

Write five sentences, each containing an absolute 
phrase. 

3. Interjections : — 

Look out ! The horse is coming. 
Nonsense ! It cannot be true. 
Hush ! Do not awake the baby. 
(Read Section 115.) 

4. Some phrases: — 

To be sure, I will assist you. 

In fact, the truth is, that he tried to deceive me. 

To say the least, he was not honest. 

On the contrary, he was very dishonest. • 

Composition 

681. Independent words and phrases, except inter- 
jections, are separated from the remainder of the 
sentence by a comma or commas. 

I knew, of course, that you would come. 

On the other hand, he did not do his work well. 

The horse, however, would not pull. 

682. The Paragraph. There are various ways of 
filling out a paragraph. We may write the details 
of facts that refer to the topic of the paragraph. 
We may give examples that illustrate the topic, or 
we may explain the topic or give reasons for it. 

1. Read again the paragraphs in Section 660 about 
" TJie Clocks of Rondaine." What is the main topic in 
each paragraph? What are the details in each para- 
graph which make the main topic cleat-.' 



GRAMMAR AND COMPOSITION 415 

2. Copy this paragraph: — 

The Negroes of the Kongo valley are fond of jewelry. 
In some tribes the jewelry is valuable. Many of the men, 
women and children wear bracelets, anklets, or earrings of 
gold. In other regions, the men have bracelets of ivory. 
Along the lower Niger, the women have heavy ivory 
anklets, through which their feet were thrust when they 
were little girls, and which cannot be taken off. In some 
tribes the women wear brass rods wound about their legs 
from the ankles to the knees. Such rods are often welded 
about the leg when the woman is married, and kept there 
for the rest of her life. Many natives wear necklaces of 
glass beads. Others have shells, either strung or sewed 
upon cloth, as head ornaments. 

What is the main topic of this paragraph ? What 
are the details given to tell the kinds of jewelry that 
are worn ? 

683. Write a paragraph describing tlie fuiviiture in 
an ordinary nipa house. Write the topic sentence and 
arrange tl%e details for tl%e paragraph before ivriting. 

684. Write a paragraph describing Cogon Grass, using 
these details: — 

1. Tall, coarse grass. 

2. Grows on hill and plains. Grows densely. 

3. Height. Large white plume. Beautiful in sunlight. 

685. Copy this paragraph: — 

Africa has the largest and the most dangerous animals. 
In the forests and on the plains lives the elephant, which 
is the largest animal on the land. Elephants live in herds 
and are hunted for their tusks of ivory. The hippopota- 



416 ADVANCED ENGLISH 

mus lives in the swamps and along the lakes and rivers. 
It is the color of a carabao, but is several times larger and 
heavier. It eats plants and grasses that grow in or neat 
the water. The rhinoceros is almost as large as the 
hippopotamus. It has one or two large horns growing- 
out of its nose. It is a very dangerous animal. The skin 
on its back is as thick as this book, so that the animal is 
very hard to kill. The lion lives near the grassy pastures, 
where it may catch deer and other animals. It is about 
as large as a pony but not so tall. It can kill a horse 
with a single blow of its paw. The tallest animal in the 
world also lives here. It is the giraffe. Its front legs 
and neck are very long so as to reach the leaves on the 
trees, which it eats. In the forests also lives the gorilla, 
which is nearly as tall as a man, but is stronger than 
several men. 

What is the topic of this paragraph ? What are 
the beasts mentioned to illustrate this topic ? 

Write an outline of tJie paragraph. 

686. Write a paragraph, using this topic sentence 
and outline: — 

Several important grasses grow in the Philippines. 

1. Bamboo — where it grows, size, appearance. 

2. Corn — appearance and value. 

3. Rice — where grown, value. 

4. Sugar cane — where grown, value. 

687. Write a paragraph, giving several examples ti$ 
illustrate the following topic sentence : — 

Several excellent fruits grow in the Philippines. 



GRAMMAR AXD COMPOSITION 417 

688. Study this paragraph. What is its topic sen- 
tence? What do the otlier sentences tell about the main 
topic ? 

Cocoanut oil is made from the meat of the cocoanut. 
First the nuts are opened. The meat is then scraped out, 
and placed in shallow wooden tubs. The tubs are placed 
in the sunlight. The heat of the sun causes the oil to 
come out of the meat and flow through a hole in the tub 
into a jar. Sometimes the meat is placed in metal pans, 
heated over a fire and pressed. By this method much 
more oil is secured. 

In this paragraph, the sentences following the topic 
sentence explain how cocoanut oil is made. 

689. Write a paragraph, explaining this topic sen- 
tence ; — 

The earth has two motions. 

690. Write a paragraph, explaining one of tliese topic 
sentences : — 

1. Starch may be made from rice. 

2. Bread is often made of rice flour. 

3. Bolos are made of iron and wood. 

4. The roofs of the houses are covered with nipa. 

5. Rice bags are made of the leaves of a palm. 

6. There are no large cities on the eastern coast of the 

Philippines. 

691. Write a paragraph, giving reasons to prove litis 

statement ; — 

The earth is round. 

692. Write a paragraph, giving reasons to show that 
the assertion made in one of these topic sentences is true .-— 

emus' adv. i:\i;. — 27 



418 ADVANCED ENGLISH 

1. The carabao is more useful than the horse. 

2. Rice should be planted during the rainy season. 

3. A nipa roof should be made steep and withoul 

gables. 

4. Every boy should learn how to use tools. 

5. Every girl should learn to sew and to cook. 

Classes of Sentences 

693. Sentences are arranged into classes accord- 
ing to — 

1. Their use, as Declarative, Interrogative and 
Imperative, and 

2. Their structure, as Simple, Complex and Com- 
pound. 

694. A Declarative Sentence is a sentence that is used to 
make a statement. 

Paris is the capital of France. Mariveles is not a largetown. 

(Read Section 6.) 

Write a declarative sentence about each of these 
things : — 

1. abaca 4. cogon 7. lead 10. clouds 

2. China 5. geckos 8. cotton 11. paper 

3. indigo 6. jusi 9. wood 12. iron 

695. An Interrogative Sentence is a sentence that is used 
to ask a question. 

Is Boliol as large as Mindoro ? 

Write a question about each of these persons, places 
and things:-— 



GRAMMAR AND COMPOSITION 419 

1. Theodore Roosevelt 4. trepang 7. Bagobos 

2. William H. Taft 5. buri palm 8. pearls 

3. governor 6. Shanghai 9. Babuyanes 

(Review Sections 6, 438 and 448.) 

696. An Imperative Sentence is a sentence used to express 
a command or a request. 

Live for the good that you can do. 
Oh, Father, keep me through the night. 

Write ten imperative sentences. 

(Review Sections 6 and 417.) 

697. An Exclamatory Sentence is a sentence used to ex- 
press sudden thought or strong feeling. 

What a noise you make! See those beautiful flowers ! 

698. A Simple Sentence is a sentence that contains only- 
one subject and one predicate, either or both of which may 
be compound. 

1. Simple subject and simple predicate: — 

The kingfisher does not sing. Alivays be kind to the old. 

What time is it ? How fast the horse runs ! 

(Review Section 149.) 

Write ten simple sentences about The Earth, each 
halving a simple subject and a simple predicate. 

2. Compound subject : — 

The rose and the sampaguita are my favorite flowers. 
Camphor and india rubber are made from the sap of trees. 

(Review Section 105.) 



420 ADVANCED ENGLISH 

Write sentences, using these groups of words as sub- 
jects ;- 

1. Bamboo and cogon. 4. Jars and pilones. 

"1. Rice and corn. 5. Bags, hats and mats. 

'■'>. Fishing and hunting. 6. Chinese and Japanese. 

7. The Igorots and the Tinguianes. 

8. To study my geography and to read my history. 

3. Compound predicate : — 

/studied my geography, read my history and wrote the 

sentences. 
The <iovcr nor rode about the province and talked with 
the people. 

(Review Section 107.) 

\\ rite ten sentences, each having a compound predicate. 

4. Compound subject and compound predicate : — 
The fisherman and his son caught crabs and sold them. 
Negritos and Manguianes build poor houses and live by 

hunting and fishing. 

Write fire simple sentences having compound subjects 

and predicates. 

5. Compound complements : — 

On our way to Jolo, ice visited Romblon, Iloilo and Cebu. 
Tlie man was old, poor, blind and lame. 

(Review Section 108.) 

Write five sentence*, each having a com pound object 
complement. 

Write fee sentences, each having a compound attribute 
complement. 

Composition 
699. Narration. Narration is story-telling. Some- 
thing must have happened, or something must have 



GRAMMAR AND COMPOSITION 421 

been done, or there could not be a story. The narra- 
tion tells what was done, or what happened. It is the 
most common form of composition. In our conversa- 
tions, we tell what was done or said. We like to tell 
or hear " the news." In our books we like best to 
read stories. 

Narration has many forms. What happened may 
be told in a letter, a dialogue, a long or a short story. 
Histories tell the events in the life of a nation, and 
biography relates the important happenings in the 
life of a person. 

1 . Name four events that have happened in your school, 
about which you could tell a story. 

2. Write the names of five stories that you like. 

3. Write the titles of four important events in the his- 
tory of tlie Philippines, that you have studied. 

4. Name three or four strange events that you have 
heard of. 

5. From your books select five narratives. 

6. Write the names of five men, ivhose biographies you 
have read. 

700. Bead this narrative : — 

Damon and Pythias 

A young man, whose name was Pythias, had done some- 
thing which the Greek tyrant Dionysius did not like. 
For this offense he was dragged to prison, and a day was 
set when he should be put to death. His home was far 
away, and he wanted very much to see his father and 
mother and friends before he died. 

" Only give me leave to go home and say good-by to 



422 ADVANCED ENGLISH 

those whom I love," he said, " and then I will come back 
and give up my life." 

The tyrant laughed at him, and said, " How can I know 
that you will keep your promise ? Von only want to 
cheat me and save yourself." 

Then a young man, whose name was Damon, said, " 
king ! put me in prison in place of my friend Pythias, and 
let him go to his country to put his affairs in order, and 
to bid his friends farewell. I know that he will come 
back as he promised, for he is a man who has never broken 
his word. But if he is not here on the day which you 
have set, then I will die in his stead." 

The tyrant was surprised that anybody should make 
such an offer. He at last agreed to let Pythias go, and 
gave orders that the young man Damon should be shut 
up in prison. 

Time passed, and by and by the day drew near which 
had been set for Pythias to die ; and he had not come 
back. But Damon still had faith in the truth and honor 
of his friend. He said : " If Pythias does not come back 
in time, it will not be his fault. It will be because he is 
hindered against his will." 

At last the day came, and then the very hour. Damon 
was ready to die. His trust in his friend was as linn as 
ever ; and he said he did not grieve at having to suffer 
for one whom he loved so much. 

Then the jailer came to lead him to his death ; but at 
the same moment Pythias stood in the door. He bad 
been delayed by storms and shipwreck, and lie had feared 
that he was too late. He greeted Damon kindly, and 
then gave himself into the hands of the jailer. He was 
happy because he had come in time, even though it was 
at the last moment. 



GRAMMAR AND COMPOSITION -423 

The tyrant was not so bad that he could not see good 
in others. He felt that men who loved and trusted each 
other, as did Damon and Pythias, ought not to suffer un- 
justly. So he set them both free, and said, "I would 
give all my wealth to have one such friend." 

— F?-om Baldwin, Fifty Famous Stories. 

Into how many paragraphs is this story divided ? 
What does each of the paragraphs tell ? What was 
the result of the events ? 

1. How and where did the events of the story 
occur ? Who was Pythias ? Dionysius ? It is neces- 
sary to know these facts in order to understand the 
story. 

In most narratives, the first paragraph should tell 
whatever about the time, place, circumstances and 
persons it may be necessary to know in order to un- 
derstand the story. This paragraph is called the 
Introduction. 

(Review the stories and outlines in Sections 139 and 376.) 

2. After the introduction, the story itself is told. 
This part is called The Body of the Narrative. What 
events are given in the body of the above narrative ? 
This part of the story should be told in the order in 
which the events happened. 

In the above story, what was said first ? Second ? 
Third ? Then what did the persons do ? How did 
the time pass ? When did Pythias return ? What 
did he do ? What did the king then do ? Could you 
tell this storv in any other order? 



424 ADVANCED ENGLISH 

Can you think of some things that might have 
been put into this story ? Should the story not tell 
what Pythias did at home, how he found his parents, 
how he traveled, and the events of his journey V 
Should it not describe what Damon had to eat in 
prison ? Why not ? 

A story should contain only the most important 
events, and leave out all unnecessary details. It 
should contain nothing that does not belong to the 
story. 

3. What is the important thing, or point, in the 
above story ? What does it show ? What result of 
the events is given in the story ? What effect did the 
friendship of Damon and Pythias have upon the king? 
How did he show this ? 

Every narrative should have some point, some pur- 
pose or reason for being told. It should tell the re- 
sult of the events. Usually the purpose of a story, 
or the result of the events, is told in the last para- 
graph. This paragraph is called The Conclusion. 
What is the conclusion in the above story ? 

4. Write the story about Damon and l*ythi«s from 
memory, using tin's outline:— 

I. Introduction. 

1. Pythias had done wrong. 

2. Dionysius, the Greek tyrant, did not like it. 

3. Pythias was dragged to prison and condemned 

to die. 

4. His wish to see his parents and friends, 



GRAMMAR AND COMPOSITION 425 

II- The Body of the Narrative. 

1. Pythias' request to go home. 

2. Dioynsius' reply. 

3. Damon's request. 

4. The king's surprise, consent. 

(a) Damon is imprisoned. 
(5) Pythias goes. 

5. Pythias does not return. 

(rt) Damon's faith in his friend. 

6. The last day. Damon's trust in his friend. 

7. Pythias returns, pleased to take Damon's 

place. 

III. Conclusion. 

1. The tyrant could see good in others. 

2. Thought such good friends should not suffer 

unjustly. Set the friends free. 

3. His wish. 

701 . Write an outline of the following story ; — 

Alexander and Bucephalus 

One day King Philip bought a fine horse called Buceph- 
alus. He was a noble animal, and the king paid a very 
high price for him. But he was wild and savage, and no 
man could mount him, or do anything at all with him. 

They tried to whip him, but that only made him worse. 
At last the king bade his servants take him away. 

" It is a pity to ruin so fine a horse as that," said 
Alexander, the king's young son. "Those men do not 
know how to treat him." 

" Perhaps you can do better than they," said his father 
.scornfully. 



42b' ADVANCED ENGLISH 

" I know," said Alexander, " that if 3-011 would only 
give me leave to try, I could manage this horse better 
than any one else." 

" And if you fail to do so, what then ? " asked Philip. 

" I will pay you the price of the horse," said the lad. 

While everybody was laughing, Alexander ran up to 
Bucephalus, and turned his head toward the sun. He had 
noticed that the horse was afraid of his own shadow. 

He spoke gently to the horse, and patted him with his 
hand. When he had quieted him a little, he made a quick 
spring, and leaped upon the horse's back. 

Everybody expected to see the boy killed outright. 
But he kept his place, and let the horse run as fast as he 
would. When Bucephalus had become tired, Alexander 
reined him in, and rode back to the place where his father 
was standing. 

All the men who were there shouted, when they saw 
that the boy was the master of the horse. 

He leaped to the ground, and his father ran and kissed him . 

" My son," said the king, " Macedon is too small a place 
for you. You must seek a larger kingdom that will be 
worthy of you." 

After that, Alexander and Bucephalus were the best of 
friends. They were said to be always together, for when 
one of them was seen, the other was sure to be not far 
away. But the horse would never allow any one to mount 
him except his master. 

Alexander became the most famous king and warrior 
that was ever known. For that reason he is always called 
Alexander the Great. Bucephalus carried him through 
many countries and in many fierce battles, and more than 
once he saved his master's life. 

/•Vow Baldwin, Fit'/// Famous Stories, 



GRAMMAR AND COMPOSITION 427 

1. Reproduce the story, using your outline. 

(Read Rules for Punctuation , Section 985.) 

702. Write an outline of the story of King Midas, of 
Little Red Biding Hood, or of some other story that you, 
have learned. 

Write the story, using your outline. 

Rewrite your story, making the sentences shorter. 

703. Make an outline of this fable: — 

The Frog and the Ox 

An ox, drinking in a pond, put his foot upon a young 
frog and crushed him to death. 

The brothers and sisters of the frog, who were swim- 
ming about in the water, went quickly to their mother to 
tell her what had happened. 

" Oh, mother," they cried, " an enormous black beast 
came into the pond and crushed our brother to death with 
one of his great feet." 

The old mother frog was very proud of her size, for 
she was the largest frog in the pond. " How large was 
the cruel beast?" she asked. "Was he as big as this?" 
and she began to puff herself out. 

" Oh, bigger, bigger, a hundred times bigger," said all 
the little frogs together. 

" Was he as big as this ? " gasped the mother frog, blow- 
ing herself out even larger than before. 

" Oh, very, very much larger," they answered, "a thou- 
sand times larger, a thousand times larger! " 

Once more the silly old frog tried to swell her body to 
a larger size. In her effort to become bigger than she 
was made to be, she puffed and blew until at last she burst. 



42s ADVANCED ENGLISH 

Write the fable from memory, using your outline. 

(Review Section 29*1.) 

Write an outline of, and reproduce from memory, same 

other fable that you have learned. 

The Complex Sentence 

704. A Complex Sentence is a sentence that contains a 
principal clause and one or more subordinate clauses. 

The strait that separates Mindoro from Luzon is called 

Verde Island Passage. 
The flowers bloom soon after the rainy season begins. 
Jose thought that the sun moves around the earth. 

What is the principal member in each of these 
sentences? What is the subordinate clause in each 
sentence ? What kind of clause is each subordinate 
clause ? How is each subordinate clause used ? 

(Review Sections 134, 140 ami 144.) 

The clause in the first sentence is an Adjective 
Clause. 

The clause in the second sentence is an Adverbial 
Clause. 

The clause in the third sentence is a Noun Clause. 

705. An Adjective Clause is a subordinate clause that is 
used to modify the meaning of a noun or a pronoun. 

The frogs that asked for a king were eaten by a heron. 

I know a girl who has blue eyes. 

The moon that was once so round and full is now a silver 

bow. 



GRAMMAR AND COMPOSITION 429 

What is the principal member and the adjective 
clause in each of these sentences? Tell what noun 
each adjective clause modifies. 

(Review Sections 134, 306, 309 and 526.) 

706. Adjective clauses may be introduced by the 
relative pronouns who, whose, -whom, which, that, and 
by the subordinate conjunctions when, where, ivhy 
and as. 

People that come late must take the back seats. 
We called at a time when the president was very busy. 
I remember the place where I found the turtle 's eggs. 
Can you tell the reasons why a man sliould always try to 

improve ? 
A man such as he is should be despised. 

Write sentences, using these relative pronouns and 
subordinate conjunctions to introduce adjective clauses. 
Tell the principal member of each sentence and what 
each adjective clause modifies. 

1. in which 5. from whom 

2. to whom 6. when 

3. as 7. which 

4. that 8. where 

707. The relative pronoun may sometimes be 
omitted : — 

This is the pencil (that) I found. 

I think (that) you are not looking well to-day. 

708. Analyze these sentences. Tell the adjective clause 
in each sentence, what it modifies, and, what word is used 
to introduce it. 



9. 


who 


40. 


whose 


44. 


why 


42. 


for which 



430 ADVANCED ENGLISH 



1. He who speaks little is a wise man. 

2. He that always complains is seldom pitied. 

3. It is a good horse that never stumbles. 

4. A book is a friend whose. face never changes. 

5. This is the time when roses bloom. 

6. We trust not him who has once broken faith. 

7. People who live in glass houses should never throw 

stones. 

8. A city that is set on a hill cannot be hidden. 

9. Beautiful eyes are those that show 
Beautiful thoughts that burn below. 

10. Beautiful hands are those that do 
Work that is earnest and brave and true. 

11. All that's great and good is done 
Just by patient trying. 

12. Those who bring sunshine to the lives of others 

cannot keep it from themselves. 

13. He lives most who thinks most. 

14. Smiles, which are the sunshine of the soul, cost 

little or nothing. 

15. We saw the house where Washington lived. 

16. God helps those who help themselves. 

17. It is a long road that has no turning. 

18. He that will steal an egg will steal a horse. 

19. Youth is the time in which we should prepare for 

manhood. 

20. Man is the only animal that can talk. 

21. He laughs best who laughs last. 

22. The mercy I to others show, 
That mercy show to me. 

23. Count that day lost whose low descending sun 
Views from thy hand no worthy action done. 

24. Any life that is worth living must be full of effort. 



GRAMMAR AND COMPOSITION 431 

Composition 

709. Combine these sentences, forming complex sen- 
tences containing adjective clauses: — 

(See Section 653.) 

1. The people worshiped the spirits of their ancestors. 

Their ancestors were represented by small images 
called "Anitos." 

2. Fetiches were common among the people. Fetiches 

are any objects believed to possess miraculous 
power. 

3. They reverenced also a mythical bird of blue and 

yellow. This bird was called "Bathala." 
I. Each man worshiped his own anitos. He kept 
these anitos in his house. 

5. The slaves were owned by their master. He could 

sell them if he wished. 

6. Most of them became slaves for debt. The debt 

sometimes was not more than five or six pesos. 

710. Narration. 
Learn this poem: — 

Abotj Bex Adhem and the Angel 

Abou Ben Adhem (may his tribe increase !) 
Awoke one night from a sweet dream of peace, 
And saw, within the moonlight in his room, 
Making it rich, and like a lily in bloom, 
An angel, writing in a book of gold. 
Exceeding peace had made Ben Adhem bold, 
And to the Presence in the room he said, 
" What writest thou ? " The vision raised its head, 



432 ADVANCED ENGLISH 

And, with a look made all of sweet accord, 

Answered, "The names of those who love the Lord." 

"And is mine one?" said Abou. "Nay, not so," 

Replied the angel. Abou spoke more low, 

But cheerily still, and said, " I pray thee, then. 

Write me as one that loves his fellow-men." 

The angel wrote and vanished. The next night 

It came again, with a great wakening light, 

And showed the names whom love of God had blessed ; 

And lo ! Ben Adhem's name led all the rest. 

— Leigh 11 nut. 

What is the meaning of these words : — 

"Making it rich," "Exceeding peace," "of sweet 
accord" and " cheerily still " ? 

Write the poem in your own words, using tliis out- 
line : — 

1. Abou Ben Adhem awakes from a dream. 

2. The time. The moonlight. 

3. The angel in his room. 

4. Abou Ben Adhem's question. 

5. The angel's reply. 

6. His second question. 

7. The angel's reply. 

8. His final request. 

9. The angel's return. 

10. The position of Ben Adhem's name. 

711. Study one of the following poems. Learn the 
meaning of the difficult words. Make an outline of the 
story in the poem. Write tlie story in your own words. 

"Paul Revere's Ride," by Henry W. Longfellow. 
" The Nose and the Eyes," by William Cowper. 



GRAMMAR AND COMPOSITION 433 

" The Pied Piper of Hamelin," by Robert Browning. 
" An Incident in the French Camp," by Robert 
Browning. 

" Horatius at the Bridge," by Thomas B. Macaulay. 
1,4 The Wreck of the Hesperus," by Henry W. Longfellow. 

712. Historical Narrative. A narrative that tells 
the story of an event in history is called Historical 
Narrative. 

1. Make an outline of, the following historical nar- 
rative:— 

The First Expedition against the Moro Pirates 

In 1568 the Spaniards found many fleets of Moro 
pirates in the Straits of San Bernardino and in Mindoro 
Sea. They came from Borneo and the Sulu Archipelago. 
Some of these pirates had settled on the coasts of Mindoro. 
Their fleets preyed especially upon the towns on the 
northern coast of Panay. 

In January, 1570, Legaspi sent his grandson, Juan de 
Salcedo, to punish these pirates. He. had a force of only 
forty Spaniards and a number of Visayans. He first 
landed on the western shore of the island and captured 
the town of Mamburao. The pirates' stronghold was on 
Lubang, an island northwest of Mindoro. Here they had 
three forts, on which brass cannon were mounted. Two 
of the forts were surrounded by moats. After several 
days' righting, the forts were captured. 

2. With tlte aid of your histories, make an outline of 
each of these events : — 

1. The Capture of Manila by Salcedo. 

2. The Founding of the Spanish city of Manila. 



434 ADVANCED ENGLISH 

3. The Conquest and Exploration of Luzon by Salcedo. 

4. The Attempt of the Chinese under Limahong to 
capture Manila. 

5. Moro Piracy. 

3. With tlve use of the outlines, write one of these 
stories. 

713. Write tJte story of a fire, using this out Hue. Use 
many adverbial modifiers. 

(See Sections (J71 t.. 676.) 

1. The alarm — dark night, wind blowing, the shouts, 
the bell, the people running. 

2. The scene — flames from roof of a house, light on 
the faces of the people, trees and houses, smoke, sparks 
flying in the wind. People carrying water. Wetting 
roof of the house. 

3. The rescue — baby left in the house. Screams of 
mother ; father enters burning house, jumps from window 
with child. 

4. Final scene — roof falls, showers of sparks ; fears of 
spread of fire; efforts to prevent. Fire finally put out. 

714. Make an outline of a paragraph about the Tin- 
guianes. Write the paragraph, using main/ adjective 
modifiers. 

(See Sections (354 to 657.) 

715. An Adverbial Clause is a subordinate clause that is 
used to modify the meaning of a verb, an adjective or an 
adverb. 

He succeeds because he is industrious. 
He is so industrious that he succeeds. 
He ran mure rapidly than I did. 



GRAMMAR AND COMPOSITION 435 

What is the adverbial clause in each of these sen- 
tences ? What verb does the clause modify in the 
first sentence ? What adjective is modified by the 
clause in the next sentence ? What clause modifies 
the adverb rapidly ? 

(Review Sections 140, 538, 570, 571 and 572.) 

716. Adverbial clauses, like adverbs, may modify 
by telling time, place, manner, cause, degree, purpose, 
condition. 

1. Time: — 

I will go whenever you wish. 

Do not talk while another is reading. 

Clauses expressing time are introduced by these 
subordinate conjunctions — ivhen, while, whenever, as 
soon as, before, after, till, until and since. 

2. Place: — 

He is welcome wherever he goes. 
He returned whence he came. 

Where, wherever, whence are used to introduce 
clauses expressing place. 

3. Cause or Evidence : — 

He did not come because he was sick. 
Jacinto must be in the house, for here are his hat 
and his shoes. 

Such clauses are introduced by the conjunctions 

because, for, since, as. 



436 ADVANCED ENGLISH 

4. Purpose : — 

Work to-day so that you may rest to-morrow. 
We study grammar in order that we may speak and 
write correctly. 

Clauses of purpose are introduced by the conjunc- 
tions that, so that, in order that, lest, so — as. 

5. Condition : — 

My advice is of no value unless you will follow it. 
If you are always prepared, you may grasp every 

opportunity as soon as it appears. 

For such clauses, if, unless, except, although — yet, 
even if, •provided that, on condition that, etc., are used 
as conjunctions. 

6. Manner : — 

We wrote the sentences as you told us to write them. 
You should walk as I do. 

The conjunction as is used to introduce clauses ex- 
pressing manner of action. 

7. Degree : — 

Re can run as fast as I can. 
He cannot run so fast as I can. 
I can run more rapidly than he. 
He runs less rapidly than I. 

Such clauses are introduced by the conjunctions 
as — as, so — as, and than. 

(Read Section 574.) 

717. Analyze each of these sentences. Tell the adverbial 
chaises, what each clause modifies, and whether it ex- 
presses time, place, manner, etc. 



GRAMMAR AND COMPOSITION 437 

1. There is beauty in the forest 

When the leaves are green and fair. 

2. There is beauty in the meadow, 

When the flowers scent the air. 

3. The world is full of beauty, 

When the heart is full of love. 

4. Forgive us our debts as we forgive our debtors. 

5. The wise man is happy when he gains his own 

esteem. 

6. Ridicule is of no importance unless it is heeded. 

7. I wish for a thousand hands so that I could do 

more good work for my country. 

8. I promise to assist you whenever you shall ask 

assistance of me. 

9. Do to others as you would have them do to you. 

10. Twenty years have passed since I saw my father's 

house. 

11. This new peso is so bright that I should like to 

keep it. 

12. You shall reap as you have sown. 

13. Climb not too high lest y ou fall. 

14. When you are in Rome, do as the Romans do. 

15. False friends are worse than open enemies. 

16. If Fortune should knock at your door, be prepared 

to invite her in. 

17. If you would enjoy the fruit, take not the flower. 

18. If you cannot control yourself, how can you govern 

others ? 

19. Whene'er a noble deed is wrought, 
Whene'er is spoken a noble thought, 

Our hearts in glad surprise 
To higher levels rise. 

— Longfellow. 



438 ADVANCED ENGLISH 



( lOMPOSITION 



718. Copy these sentences, combining them so as to 
form complex sentences, each of which shall contain an 
adverbial clause: — 

1. Abaca will not grow. The soil is not moist, low 

and fertile. 

2. Money is a good thing. Character is better. 

3. The Malays came to these islands. Before this. 

the Negritos lived on the coasts. 

4. The carabaos died. The people were unable to 

plant much rice. 

5. The vote was taken. The assembly adjourned. 

6. He was dissatisfied. I advised him to resign. 

7. I must refuse to grant your request. I believe it 

is unreasonable. 

8. Please keep quiet. All wish to hear the speaker. 

9. The tree is old. It does not bear fruit now. 

10. He is strong. You are not so strong. 

11. I wrote again. I had received no reply. 

12. He succeeded. He was ambitious and industrious. 

719. Read several stories found in your readers or 
other boohs. Tell the introduction and the conclusion of 
each story. 

Make an outline of a story. Then write the story. 
Give much attention to adjective and. adverbial modi- 
fiers. 

Rewrite the story, changing the position and the farm 
of same of the modifiers. 

720. Reproduce orally some stonj that your teacher 
may read to you,. Write an outline <>}' the story. \\ 'rite 
the introduction and tlie conclusion. 



GRAMMAR AND COMPOSITION 439 

721 . Write a paragraph, giving reasons for the asser- 
tion made in this topic sentence; — 

People should not chew betel nut. 

Beivrite tl%e paragraph, using more adverbial modifiers. 

722. Write a paragraph telling How Rope is Made, 

using many adverbial modifiers. 

Rewrite the paragraph, shortening the sentences and 
changing the position of adverbial modifiers. 

723. Write a composition about The Philippines before 
the Arrival of the Spanish, using this outline: — 

1. Described by Pigafetta, by Magellan, by other early 

visitors and by Chinese. 

2. Lived in barrios. Were divided into small com- 

munities called barrios or barangays. Each 
barrio ruled by a dato. Barrios often grouped 
under a sultan. 

3. Classes of people — the free persons, the partly free, 

and the slaves. 

4. Houses of nipa and bamboo, as now. 

5. Dress — cotton cloth, the sarong, many tattooed, 

painted in war. 

6. Trade — much trade with Moros and Chinese. 

Articles of trade. 

7. Religion — worshiped ancestors, idols and animals. 

Made sacrifices and feasts. 

724. A Noun Clause is a subordinate clause that is used 
as a noun. 

(Review Sections 144 and 248.) 

A noun clause may be used in the sentence as — 



440 ADVANCED ENGLISH 

1 . Subject : — 

That Jose Rizal was a patriot is now believed. 
Why the earth rotates on its axis is unknown. 

Write five sentences, losing a noun clause as subject of 
each sentence. 

2. Object Complement: — 

We learned that Confucius was a great Chinese teacher. 
The president said that every man shall have a " square 
deal." 

Write sentences, using these noun chaises as object 
complements; — 

1. That there will be no school on Monday. 

2. " Where is the largest city in the world ?" 

3. That he could go to America. 

4. That every citizen should be an intelligent voter. 

3. Attribute complement: — 

His statement teas, " The American people came from 

Europe to America." 
My thought is that every man should be a citizen and 

that every citizen should be educated. 

Write five sentences, each, containing a noun clause used 
as an attribute complement. 

4. Object of an infinitive or a participle: — 

You ought to have known that unboiled water is not good 

to drink. 
I wish to say that education does not always secure 

happiness and prosperity. 
The man, having heard that his son was returning. 

hastened to meet him. 



GRAMMAR AND COMPOSITION 441 

The Japanese general, seeing that he should be captured, 

killed himself. 

Copy these sentences, writing a noun clause in place 
of each blank. 

1. You ought to know 

2. I wish to learn 

3. We wanted to say 

4. It was easy to see 

5. The boy, having learned , began to make 

hats for sale. 

6. The general, seeing , orders his men to 

retreat. 

5. Object of a preposition: — 

He is earnest and careful in whatever he undertakes. 
Bo not wish for what you cannot have. 
Leonardo will not go unless you go with him. 
I have no knowledge of where orchids bloom. 
The good is the road to what is true. 

Diagram and analyze each of these sentences. 

6. In apposition: — 

The command, Be to others kind and true, should be re- 
membered. 

It was forgotten that horses as well as men like kindness 
and care. 

(Read Sections 291 and 297.) 

Iii the first statement, the clause is an appositive 
or explanatory modifier of command. In the second 
sentence, the noun clause is an appositive or explana- 
torv modifier of It. 



442 ADVANCED ENGLISH 

725. Analyze these sentences. Tell the noun clauses 
and haw each noun clause is used. 

1. We should try to learn from books what are the 

best, the wisest and most useful thoughts. 

2. From books we may learn what kind of men lived 

in ancient times and what they thought and did. 

3. The important question is, What shall I choose for 

my life work ? 

4. We have been taught that " If a man will not 

work, neither shall he eat." 

5. A man should never be ashamed to say that he 

is wrong. 

6. Cherish what is good. 

7. The good is always the straightest road to what 

is true. 

8. Having learned that a typhoon was approaehing, 

the captain ordered that the ship should remain 
in the harbor. 

9. Science tells us that no particle of matter can be 

destroyed. 

10. Remember that care fur little things makes per- 

fection. 

11. He who buys what he does not need, will often 

need what he cannot buy. 

12. His last words were, "Don't give up the ship.'" 

13. Youth is the time for learning what will be needed 

in the serious work of manhood. 

14. We are glad to know that you did your work so well. 

15. Come to me, O ye children, 

And whisper in my ear, 
What the birds and winds are singing, 
In your sunny atmosphere. 

— Longfellow. 



GRAMMAR AND COMPOSITION 443 

Composition 

726. Write these sentences, changing the words and 
phrases underlined to noun clauses.— 

1. He predicted a change in the weather. 

2. I promised to return early. 

3. The judge believed him to be guilty. 

4. We expect an improvement in your studies. 

5. Leon's happiness is evident. 

6. Father acknowledged the receipt of the letter. 

7. The industry of the Igorots is well known. 

8. The police demanded an increase in their wages. 



727. Write tJiese sentences, changing each noun clause 
to a participial phrase ■ — 

1. That he was brave cannot be doubted. 

2. That the caterpillar changes into a butterfly is a 

curious fact. 

3. That he succeeded was due to his determined effort. 

4. That the ship was wrecked was due to the careless- 

ness of the captain. 

5. He was right in that he obeyed orders. 

6. The cause of our delay was that one of the cart 

wheels broke. 

728. Write tlvese sentences, changing tlie noun clauses 
to infinitive phrases.- — 

1. That he should vote is the duty of every qualified 

citizen. 
'2. It is expected of every man that he shall pay his 

taxes. 
3. Every one desires that he may live long and happily. 



444 ADVANCED ENGLISH 

4. We are all anxious that we may serve our country 

well. 

5. He does not know whom he should send. 

6. lie desired that we should go. 

7. Why did the government decide that some young 

men and women should be educated in the 
United States ? 

729. Direct and Indirect Discourse. 

(Review Sections 252. 253, '.'">+ and 256.) 

In changing a direct quotation to an indirect quo- 
tation, the tense of the verb is often changed : — 

Direct: The king said, "7 have lost the confidence of 
my people." 

Indirect: The king said that he had lost the confidence 
of his people. 

In the first sentence, have lost is used because the 
king is speaking. In the second sentence, had lost is 
used because the verb in the principal clause is in the 
past tense. 

The pronouns also are changed. Why? 

Copy these sentences, changing the direct to indirect 
quotations: — 

1. My uncle said, " I gave you a peso." 

2. The father said to his son, "You bring me the ax.'" 

3. Juan asked, " Felix, will you lend me your knife ? " 

4. Esteban said, "There is gold in this river." 

5. The man said, "Thank you, I will stay here.'' 

6. Pedro remarked. " When I go to Egypt, I shall visit 

the pyramids." 

7. "Will you take me with you?" asked Enrico. 






GRAMMAR AND COMPOSITION 445 

730. The name of the speaker and the principal verb 
are often placed between parts of the quotation : — 

" The Philippine Islands,''' 1 said Marco, " were discovered 
about twenty -nine years after Columbus went to America. " 

" All Europe,'" he said, " was then excited by the stories of 
the Neiv World." 

Such quotations are called Divided Quotations. 

Copy these sentences, changing them to divided quota- 
tions : — 

1. " Magellan commanded a fleet which was equipped 

by Charles V of Spain," said father. 

2. " By going eastward around Africa, Magellan had 

already reached India," said the teacher. 

3. The man said, " The Spaniards had their title to the 

Philippines by right of discovery." 

731. Copy these sentences, placing the name of the 
speaker in various positions, and changing each to indirect 
discourse : — 

1. " Do you believe that coral reefs are formed by 

animals ? " asked Magno. 
Magno asked, " Bo you believe that coral reefs are 

formed by animals f " 
"Do you believe" asked Magno, "that coral reefs are 

formed by animals?" 
Magno asked ivhether I believed that coral reefs were 

formed by animals. 

2. The lady said, " The road goes along the beach 

through groves of cocoanut palms." 

3. " At one place we stopped," said she, " and got a 

drink of cocoanut milk." 



446 ADVANCED ENGLISH 

4. " Do you not like the seashore and the eocoanut 
palms?" she asked. 

732. Copy the story in Section 701 . changing the (Unci 
quotations into indirect. 

Tell the noun clauses that you have used. 

733. Listen to the conversation of two children. 
Write the conversation. 

734. Write from dictation by your teacher, a short story 
containing conversation. 

735. Write a story, containing conversation, of some 
event of your childhood. 

736. Write a story, using this title, " My First Day in 
School.'''' 

Tell ivliat you said and did and how you felt. 

The Compound Sentence 

737. A Compound Sentence is a sentence that contains 
two or more principal or independent sentences. 

The principal parts of a compound sentence are 
connected by coordinate conjunctions, because they 
are of equal rank. The conjunctions most commonly 
used are and, but, therefore, hence, further, moreover, 
or, nor and so. 

The night was dark and the moon was not shining. 
The city is not far away, but the road to it is difficult. , 
Do your ivork well or you will be required to do it again. 
I did not hioiv him nor did he know me. 
You have broken the law, therefore you shall be punished. 

(Review Section 154.) 



GRAMMAR AND COMPOSITION 447 

Write each of the above sentences on a. diagram. 

738. The principal parts of a compound sentence 
may be complex sentences : — 

The people- were asleep when the army entered the gates, 
and the soldiers ivere at their doors before they could 
defend themselves. 
Capital is not ivhat a man has, but what a man is. 
I liked that book when I first read it, but it does not please 
me now. 

Legaspi went to Mexico tvhen he was a young man, and 
the governor made him secretary of the council of Mexico. 

Write each of these senteitces on a diagram. Tell the 
principal parts and the clauses in each. 

739. In imperative sentences, each verb usually 
represents a sentence ; and if there are two or more 
verbs, the sentence is compound : — 

Compound. Come and see my new dress. 
Complex. Come as soon as you can. 
Simple. Come to-morroiv. 

(Review Sections 61 and 417.) 

740. Analyze each of these sentences. Tell the hii%d I of 
sentence, the principal and the subordinate clauses. 

1. Lead us not into temptation, but deliver us from 

evil. 

2. Young men look far into the future and their 

fancy paints pictures with brilliant colors. 

3. The valleys near the coasts of Mindoro once con- 

tained large fields of rice, but to-day they are 
overgrown by forests and jungle. 



44S ADVANCED ENGLISH 

4. Charcoal and diamonds are very unlike, yet the} 

are composed of exactly the same material. 

5. Energy knows of nothing except success, and it 

never yields its purpose. 

6. No two watches go exactly alike, yet each man 

believes his own. 

7. Beautiful thoughts make a beautiful soul, and a 

beautiful soul makes a beautiful face. 

8. The queen of the fairies rode in a golden carriage, 

which was drawn by six white mice, and a band 
of fireflies lighted the way. 

9. The shadows grew long, and the blue skies were 

gray, 
And the bees and the butterflies all flew away, 
And the dew on the grasses was falling. 

10. The heights by great men reached and kept 

Were not attained by sudden flight, 
But they, while their companions slept, 
Were toiling upward in the night. 

— LonfifcUmr. 

11. Keep truth as your companion, and honor as your 

guide. 

12. The American Republic must live. Persecution 

shall not shake it, fanaticism disturb it, nor 
revolutions change it. 

13. True liberty can exist only when justice is given 

to all. 

14. "I Can't" is a sluggard who is too lazy to work. 

but "I Can" 1 is a worker who tills the fields, 
builds the cities and supplies our needs. 

15. The steps of freedom are slow, but they never 

turn backwards. 



GRAMMAR AND COMPOSITION 449 

16. The noblest men that live on earth 

Are men whose hands are brown with toil. 

Composition 

741. Combine these groivps of sentences to form com- 
pound sentences : — 

1. The right ventricle of the heart forces the blood 

through the lungs. The left ventricle of the 
heart forces the blood through the other parts of 
the body. 

2. The arteries carry the blood from the ventricles to 

all parts of the body. The veins conduct the 

blood from all parts of the body back to the 
heart. 

3. The right ventricle sends the blood through the 

pulmonary artery. The left ventricle forces the 
blood through the aorta. 

4. The veins are often near the surface of the body. 

The arteries run deep. 

5. In the lungs the blood exchanges carbon dioxide 

for oxygen. The carbon dioxide is expired with 
the breath. 

742. Rewrite the compound sentences that you have 
written for Section 741> uvahing them shorter. 

743. Biography. The story of a person's life 
usually begins with an introductory statement of who 
the person was, and of the date and place of birth 
and of the nationality, occupation and circumstances 
of the parents. The main events of the life are then 
taken in the order in which they occurred. The final 

GIBBS' AT>V. ENG. — 29 



1:50 ADVANCED ENGLISH 

paragraphs may tell of the results of the life, and 
of service to others or to the country. 

(Review Sections -KIT and 468.) 

The following may be used as a general outline for 
biographies : — 

I. Introduction — name. How best known. For what 
especially noted. 
II. Birth — time, place, circumstances, parents and an- 
cestors. 

III. Childhood and Youth — education, schools and 

studies ; preparation for life work ; early occupa- 
tions ; habits, or disposition. 

IV. Chief Events of Life — in their order in public and 

in private life. Occupation. Marriage. Services. 
V. Death — Time, place, circumstances. 
VI. Characteristics — personal appearance, likes and dis- 
likes, character, habits of work, manners, treat- 
ment of others at home and in public. 
VII. Results of Life — service to his neighbors, to his 
community, to his country, appreciation of his 
work. 



1 . Write an outline similar to the above of the life of 
Jose TZizal. 

-. Write the biography of Jose Bizal. 

744. With the aid of your history, make an outline 
of the life of Legaspi, especially of his work in tlve 
Philippines. 

745. Write an account of The Spanish Galleons, using 
tlve following outline: — 



GRAMMAR AND COMPOSITION 



451 



What a galleon was. 

Trade with Mexico. Route of the galleons. 

Their cargoes — To Mexico. On the return. The 

profits. 
Capture of the galleons — By the English, by 

Cavendish, by Drake. Cease to sail. 



746. Write an outline of the events in the history of 
the Philippines during Governor Bustamante's adminis- 
tration. 

Write the account. 



The Sentence Review 



III. 



The Elements, 601. 




C. 


Completed by, 


The Subject, 52, 602. 






1. Complements, 627. 


A. Simple, 69, 698. 




D. 


Modifiers, 69. 


B. Compound, 105, 698. 






1. Adverb, 79, 665. 


C. Words used as, 






2. Adverbial phrase, 79 


1. Noun, 604. 






667. 


2. Pronoun, 605. 






3. Adverbial clause, 140, 


3. Infinitive, 606. 






570, 669. 


4. Participle, 607. 






4. Indirect object, 237. 


5. Clause, 608. 






5. Nouns, 238, 666. 


D. Modifiers of, 66, 645. 




IV. Complements, 93, 627. 


1. Adjective word, 


23, 


A. 


Simple, 93. 


66. 




B. 


Compound, 108, 698. 


2. Adjective phrase 


74, 


C. 


Object, 95, 200, 635. 


523,524,525,649, 


650, 




1. Noun, 200, 636. 


651. 






2. Pronoun, 636. 


3. Adjective clause, 


134, 




3. Infinitive, 636. 


526, 652. 






4. Participle, 636. 


4. Appositives, 64, 648. 




5. Noun clause, 636. 


5. Possessives, 25, 647. 


D. 


Attribute, 97, 628. 


The Predicate, 55, 619. 






1. Noun, 191, 629. 


A. Simple, 69, 698. 






2. Pronoun, 627. 


15. Compound, 107. 






3. Adjective, 193, 629. 



452 



ADVANCED ENGLISH 



VI. 



VII. 



i. Infinitive, 629. 




3. Imperative. 6, 696. 


5. Noun clause, 629. 




4. Exclamatory, 6, 115 


6. Prepositional phrase, 




697. 


629. 


VIII. 


The Complex Sentence, 151, 


7. Participle, 629. 




702. 


E. Objective, 206, 641. 




1. Adjective clause. 7n~> 


Modifiers, 




2. Adverbial clause, 71"' 


A. Adjective, 66, 615. 




3. Noun clause. 721. 


1. Word, 522, 617, 618. 


IN. 


The Compound Sentence. 


2. Phrase, 71, 523, 524, 




154, 737. 


525,649,650,651. 


X. 


Position of Words, 


3. Clause, 134, 526. 




A. Subject, 611. 


652. 




B. Verb, 621, 622, 625, 632. 


B. Adverb, 79, 665. 




C. Adverb, 


1. Word. 553, 554, 666. 




1. Word, 670. 


2. Phrase, 567, 568, 667, 




2. Phrase. 626, 070. 


668. 




3. Clause. 670. 


3. Clause, 570-572, 669. 




D. Adjective, 


Independent Elements, 679. 




1. Word, 653. 


680. 




2. Phrase, 653. 


Classes, 




3. Clause, 653. 


A. Form, 




E. Complement, 613. 


1. Simple, 149, 698. 


XL 


Combining, 138, 14:1. 156, 


2. Complex, 151, 704. 




310, 311, 657, 709. 718, 


3. Compound, 154, 737. 




741. 


B. Meaning, 


XII. 


Expanding, 478. 479. 591. 


1. Declarative, 6, 694. 


XIII. 


Variety, 632. 654, 671. 


2. Interrogative, 6, 695. 


XIV. 


Brevity, 615-618. 



THE PARTS OF SPEECH 
THE NOUN 



Classes of Nouns 

747. A Proper Noun is the name of some particular per- 
son, place or thing. 



GRAMMAR AND COMPOSITION 453 

748. A Common Noun is the name given to all persons, 
places or things of the same kind or class. 

(Review Section 159.) 
Write ten proper nouns and ten common nouns. 

749. Some common nouns are the names of groups. 
They are called Collective Nouns : a pair of shoes, a 
dozen of eggs, a crowd of people, my school, my 
family. 

A Collective Noun is a common noun that is the name of 
a group of persons or things. 

Use each of these collective nouns in a sentence: — 



1. 


flock 


9. 


score 


17. 


nation 


■2. 


herd 


10. 


choir 


18. 


swarm 


3. 


class 


11. 


dozen 


19. 


family 


4. 


army 


12. 


brood 


20. 


hundred 


5. 


tribe 


13. 


group 


21. 


audience 


6. 


mob 


14. 


bunch 


22. 


committee 


7. 


row 


15. 


crowd 


23. 


commission 


8. 


fleet 


16. 


people 


24. 


regiment 



750. Some common nouns are the names of (1) 
qualities — goodness, kindness, beauty ; (2) condi- 
tions — sickness, manhood, childhood; or (3) actions 
— writing, choice, service. These nouns are called 
Abstract Nouns. 

An Abstract Noun is a common noun that is the name of 
a quality, a condition or an action. 

1. Some abstract nouns are derived from adjec- 
tives ; as : — 



154 



ADVANCED ENGLISH 



\djectivk 


Noun 


Adjective 


Noun 


beauty 


beautiful 


dense 


density 


black 


blackness 


cruel 


cruelty 


happy 


happiness 


wise 


wisdom 


true 


truth 


wide 


width 


free 


freedom 


just 


justice 


patient 


patience 


deep 


depth 


excellent 


excellence 


curious 


curiosit 1 



2. Some abstract nouns are derived from verbs 
as: — 



Verb 


Noun 


Verb 


Noun 


serve 


service 


evade 


evasion 


choose 


choice 


judge 


judgment 


try 


trial 


believe 


belief 


please 


pleasure 


defend 


defense 


prove 


proof 


know 


knowledge 


speak 


speech 


move 


motion 


strive 


strife 


expand 


expansion 



3. Some abstract nouns are formed from other 
nouns ; as : — 



Nouns 


Abstract 
Nouns 


Nouns 


Abstract 
Nouns 


hero 


heroism 


child 


childhood 


friend 


friendship 


thief 


theft 


rascal 


rascality 


master 


mastery 


bond 


bondage 


knave 


knavery 


martyr 


martyrdom 


slave 


slavery 


king 


kingdom 


girl 


girlhood 


comrade 


comradeship 


leader 


leadership 


fellow 


fellowship 


infant 


infancy 


man 


manhood 


president 


presidency 



GRAMMAR AND COMPOSITION 455 

751. We should distinguish proper nouns from com- 
mon nouns in order to use capital letters correctly. 

All proper names, including the names of the Deity, 
begin with capital letters. 

Nearly all common nouns begin with small letters. 

Tell why tl%e nouns in Ualics in these sentences do or do 
not begin with capital letters. 

1. The Lord is God. He is King of all gods. 

2. Alfonso is king of Sp>ain. 

3. We saw President Roosevelt. He is president of 

the United States. 

4. Aunt Maria and Cousin Lena and some other aunts 

and cousins came to the wedding. 

5. The Chinese, Japanese and Filipinos live in the 

East. 

6. Formosa is east of China. 

7. I know what a gulf, a bay and a strait is. 

8. The G-ulf of Lingayen, San Bernardino Strait and 

Manila Bay are important bodies of water. 

9. In America spring and summer are warmer than 

autumn and ivvnter. 

10. A boy was absent on every Monday and Wednes- 

day in June and October. 

11. Presbyterians, Baptists, Methodists, Episcopalians 

and Unitarians are called Protestants. 

12. The Canadian Pacific Railway Company owns 

many large steamships. 

13. Other large railway companies have their offices in 

Manila, 



456 ADVANCED ENGLISH 

Composition 

752. Synonyms. Different words are often used to 
represent the same idea. Such words are called 
Synonyms : — 

center, middle scholar, student, pupil 

The center is a point, a very definite spot. The middle 
is less definite. The center of a room is a spot where lines 
connecting the corners cross. Leon stands in the middle 
of the room, if he is near the center. 

A scholar is a person having great knowledge. A stu- 
dent is one who is studying, but he may not be a scholar. 
A boy or a girl who is studying under a teacher is a 



By use of the dictionary, study the meaning of these 
wards. Write each word in a sentence, explain in >g its 
meaning, as in the above sentences. 

1. custom, habit 4. excuse, pretext 

2. majority, plurality 5. relation, relative 

3. invention, discovery 6. amount, quantity 

7. answer, reply, response 

8. balance, rest, remainder 

9. alliance, compact, treaty, union 

10. accomplice, helper, ally, partner 

11. ability, capacity, efficiency, power 

753. Formation of Nouns. Many words in the Eng- 
lish language are formed from other words. Tims 
from the adjective kind, the noun kindness is formed 
by adding the syllable ness, the noun misfortune is 
formed from the noun fortune by the use <>!' the 
syllable mis. 



GRAMMAR AND COMPOSITION 



457 



A letter, syllable or word placed at the beginning of a 
word to form a new word is called a prefix. 

A letter, syllable or word placed at the end of a word to 
form a new word is called a suffix. 

In unskillful, un is the 'prefix, and full is the suffix. 



Tell from what word each of the following words is 
derived. Use each in a sentence. 

1. Some nouns are formed by joining two or more 
words : — 

hilltop shoemaker carving knife quicksilver 

walking stick rose tree blacksmith peacemaker 

blackbird moonlight freeman churchyard 

telltale windmill dining room scarecrow 



2. Many nouns are formed from other nouns — • 

(a) by use of the prefix : — 
mis, meaning ivrong. misdeed — a wrong deed 



mistrust 


misfit 


miscalculation 


misunderstanding 


misuse 


mismanagement 


misconduct 


misdirection 


misconstruction 


misdemeanor 


mischance 


misbehavior 



un, meaning the opposite of. unrest — not rest. 

untruth unholiness unbelief unhappiness 

(b) by use of the suffix : — 
dom, meaning place, quality, or judgment. 

kingdom freedom wisdom Christendom 



458 



ADVANCED ENGLISH 



hood and ship, meaning condition of, or state of. 

childhood womanhood friendship fellowship 

boyhood statehood authorship horsemanship 

girlhood fatherhood directorship comradeship 

manhood widowhood clerkship governorship 

en, ing, kin, let, meaning little or a little. 



maiden 


lambkin wavelet 


gosling 


kitten 


cloudlet leaflet 


darling 


chicken 


rivulet islet 

ist, meaning one ivho. 


duckling 


novelist 


journalist scientist 


pianist 


chemist 


violinist geologist 


druggist 



3. Many nouns are derived from adjectives or 
verbs b}' using the suffixes : — 

ness, meaning a quality or a condition. 



boldness 
kindness 
weakness 


carelessness brightness idleness 
fondness gladness worthiness 
weariness willingness happiness 


ity, ty, 


meaning having the quality of. 


sincerity 
adversity 
ferocity 


absurdity purity simplicity 
intensity neutrality uniformity 
docility publicity formality 



ance, ence, meaning condition, state, or act of. 

evidence 



vigilance appliance 

assistance annoyance 

elegance endurance 

remembrance guidance 



resistance 

indulgence experience 

excellence confidence 

innocence npslisence 



GRAMMAR AND COMPOSITION 



459 



4. Many nouns are formed from verbs by use of 
these suffixes : — 

ion, tion, forming abstract nouns, naming 

the act, condition, or result of. 

adoption progression addition promotion 

action diversion revolution procession 

affliction union rotation assertion 

affection opinion production translation 

confession accusation graduation attention 



ment, meaning the means of or the action of 



government 

statement 

management 

equipment 

movement 



development 

punishment 

treatment 

commandment 

improvement 



settlement 

encouragement 

attainment 

abolishment 

establishment 



approval 
dismissal 



al, meaning act of 



arrival 
removal 



refusal 
proposal 



acquital 
denial 



or, ar, er, ant, meaning one ivho. 



sailor 


minor 


producer 


finder 


visitor 


lender 


gainer 


applicant 


collector 


buyer 


beggar 


assistant 


possessor 


engraver 


liar 


descendant 


conductor 


scholar 


farmer 


occupant 



754. Some adjectives may be used as abstract nouns. 
Make sentences, using each of these adjectives as nouns : — 

good The evil that men do lives after them; 
evil The good is oft interred with their linns. 



400 ADVANCED ENGLISH 

1. great 7. weak 13. rich 19. ungodly 

2. small 8. free 14. poor 20. wicked 

3. sick 9. false 15. pure 21. young 

4. true 10. fair 16. faithful 22. old 

5. feeble 11. brave 17. righteous 23. imperfect 

6. strong 12. dead 18. common 24. wise 

Copy each of these sentences. Tell the adjectives used 
as nouns. Rewrite the sentences, using with each adjec- 
tive a noun that it may modify. 

1. The wicked flee when no man pursueth, but the 
righteous are bold as a lion. 

2. He appreciates the beautiful. 

3. He did his best. 

4. None but the brave deserve the fair. 

5. He was always kind to the old and feeble. 

6. The good alone deserve to be happy. 

7. The strong should aid the weak. 

8. Blessed are the pure in heart. 

755. Some words have opposite meanings. They 
are called Antonyms. 

(Review Section 492.) 
Write sentences, using these nouns : — 



1. 


plenty, want 


9. 


silence, noise 


2. 


calm, storm 


10. 


light, darkness 


3. 


beauty, ugliness 


11. 


highlands, lowlands 


4. 


night, morning 


12. 


cruelty, kindness 


5. 


winner, loser 


13. 


friend, enemy 


0. 


riches, poverty 


14. 


birver, seller 


7. 


freeman, slave 


15. 


peace, war 


8. 


top, bottom 


16. 


heat, cold 



GRAMMAR AND COMPOSITION 461 

756. Make lists of nouns that are the names of: — 

1. plants 4. substances 7. liquids 10. governments 

2. animals 5. metals 8. gases 11. ships 

3. foods 6. minerals 9. peoples 12. trees 

757. Diary. Write in the form of a diary a very brief 
account of the important things that you did, or wish to 
remember, during the past iveek. 

(Review Section 429.) 

Suppose that you could spend two weeks traveling as 
you wish. Write a diary for those two iveeks. 

758. Autobiography. Write three paragraphs about 
your childhood, using tlvese phrases to introduce the 
paragraphs ■ — 

1. Among the first things that I remember was .... 

2. My first disobedience (or my first punishment) 
was .... 

3. One of the things I liked to do was .... 

(See Section 480.) 

759. Suppose that you ivere a soldier in tlie Spanish 
army that went with Governor Corcuera to Zamboanga 
in 1636 to fight the Moros. 

Write an account of your experiences, telling what you 
did and saw, using this outline : — 

1. The preparation and the sail to Zamboanga — 
the boats, the Spanish soldiers, the Filipino soldiers, the 
Jesuit Fathers. 

2. Arrival at Zamboanga, February 22, 1637. 

3. Expedition to Lamitan — fight with the Aloros. Cap- 
ture of the fort and arms. Destruction of the Moro fleet. 



462 ADVANCED ENGLISH 

4. Expedition to Jolo — siege and capture. 

5. Return to Manila, May, 1638. 

760. Suppose that you are an ant. Write the story of 
your life. 

Gbndbb 

761. Gender is the form or use of a noun or a pronoun by 
which it shows the sex of the person or thing that it 
represents. 

762. Nouns show whether they represent the Mas- 
culine Gender or the Feminine Gender, (1) by some 
change in the form of the word, or (2) by the use of 
different words. 

1. Change of form — by adding ess, hie or a to 
the masculine : — 

lion — lioness Joseph — Josephine 

host — Access Juan — Juana. 

2. Use of different words : — 

man — woman son — daughter 

he-goat — she-goaf nephew — niece 

manservant — woman servant kiny — queen 

(Review Sections 171 and lT.S.) 

3. What is the gender of each <>f these nouns? Re- 
write them so that each represents the opposite gender. 

1. czarina 4. aunt 7. hero 10. duke 

2. infanta 5. bride 8. negress 11. ram 

3. empress 6. goddess 9. stepson 12. drake 



GRAMMAR AND COMPOSITION 463 

763. Some nouns that are used to represent either 
the masculine or the feminine gender, are said to be 
in the Common Gender : — 

teacher, writer, pupil, scholar, worker, baby, parent, 
friend, person, poet, relative, author, traveler. 

Some of these nouns are collective nouns : 

family, church, society, people, congregation, committee, 
school, crowd, drove, herd. 

764. The names of small children and of some ani- 
mals are often spoken of without regard to their sex : 

a baby — It is very sick. We do not expect it to live. 

a horse — It is Leon's horse. Its head is white. 

a carabao — We saw it. Its body is covered with mud. 

765. We sometimes speak of things, groups, or of 
ideas represented by abstract nouns, as if they really 
had life, and could act as a person. This is called 
Personification. 

1. When we speak of things without life as acting, 
that is, when we personify them, we may refer to them 
as being in the masculine or the feminine gender. 

The Sun now rose upon the right: 
Out of the sea came he. 

Truth, crushed to earth, shall rise again, 
The eternal years of Grod are hers; 

But Error, ivounded, writhes with pain. 
And dies among his worshipers. 



464 ADVANCED ENGLISH 

I Can't is a sluggard, too lazy to work. 
The ship spread her sails before the Wind. 
Death conquers all. His shadoiv is over all. 
The Moon is on her throne. 

2. Objects noted for their size, strength or supe- 
riority, when personified, are often spoken of as 
being in the masculine gender : — 

Anger, Wickedness, Sun, Wind, War. 

Objects noted for beauty, grace, gentleness or 
productiveness, when personified, are spoken of as 
being in the feminine gender : — 

Beauty, Virtue, Freedom, Country, Flowers, Moon. 

3. Tell the geiuler of each of the nouns in these sen- 
tences : — 

1. My teacher said, "Please sing 'My country, 'tis 

of thee ! ' " 

2. "Sweet Flower ! Thine eye is full of tears." 

3. The fairest gem that graces youth 

Is Love's companion, fearless Truth. 

4. Dear Moon ! Have you done some wrong 
That God has hidden your face ? 

5. Freedom loves a true patriot. 

6. Virtue is her own reward. 



Composition 
766. Letter Writing. 
1 . Copy this Letter of Introduction :- 



GRAMMAR AND COMPOSITION 465 

46 Cabildo Street, 
Intramuros, Manila, P.I. 

July 18, 1908. 
My dear Mr. Delgado : — 

It gives me pleasure to introduce to you Mr. Adolfo 
Espinola, who presents this letter. 

Mr. Espinola has studied the raising of cotton and the 
manufacture of cotton goods in America. He has con- 
ducted experiments in the raising of cotton in this country. 
I trust that you will find a conference with him both 
pleasant and profitable. 

Very sincerely yours, 

Marcos Reyna. 
Mr. Castor Delgado, 

Lipa, Batangas, P.I. 

2. Write a letter to your teacher, introducing a friend. 

3. Besides the address, on the envelope of Mr. Reyna's 
letter, the words '•'•Introducing Mr. Adolfo Espinola'''' 
should be written on the left-hand side, near the bottom. 

Address the envelope for Mr. Reyna's letter. 
Address tlxe envelope for your own letter. 

767. Get the name and address of the publishers of one 
of your text-boohs that you like best. Write a letter to the 
publishers, inclosing a money order for an amount suffi- 
cient to pay for the book, and requesting them to send it 

to you. 

(Review Sections 304 and 305.) 

768. Write to the publishers of some magazine that 
you would like, subscribing for one year and inclosing a 
money order for the amount of subscription. 

GIBBS' ADV. ENG. 30 



466 ADVANCED ENGLISH 

769. Suppose that you are in Washington, tlie capital 
of the United States. Write a letter to a friend, telling 
about the interesting things you have seen or have done. 

770. Suppose that you have been appointed a teacher 
in a barrio school. Write a letter to a friend, telling 
about the first day of school. 

771 . Copy the following formal notes : — 

1. Invitation 

Mr. and Mrs. Carlos H. Aide request the pleasure 
of Miss Lazerno's company, at dinner, on Wednesday 
evening, May first, at eight o'clock. 

April twenty-fifth, 
14 Burgos Street. 

2. Acceptance 

Miss Lazerno accepts with pleasure Mr. and Mrs. Aide's 
kind invitation to dinner on Wednesday evening, May 
first, at eight o'clock. 

April twenty-seventh, 
26 Calle San Miguel. 

3. Note Declining 
Miss Lazerno regrets that a previous engagement pre- 
vents her acceptance of Mr. and Mrs. Aide's kind invita- 
tion to dinner on Wednesday evening, May first, at eight 
o'clock. 

April twenty-seventh, 

26 Calle San Miguel. 

4. Write a formed note, inviting a friend to a party at 
your house. 

5. Write his or Iter acceptance. 

6. Write his or her note declining with regrets. 



GRAMMAR AND COMPOSITION 467 

Number 

772. Number is that form or use of a noun or a pronoun 
which shows whether it represents one or more than one. 

773. Most nouns form the plural number by adding 
S to the singular: as, hat — hats, tree — trees. 

Write twenty nouns that form their plural by adding 
s to tJie singular. 

774. Some nouns add es to the singular to form 
the plural — 

1. When the sound of s does not unite well with 
the last sound in the word : as, box — boxes, dish — dishes. 

(Review Section 182.) 

2. Words ending in y preceded by a consonant, 
change the y to i and then add es: as, lady — ladies. 

(Review Section 185.) 

3. Most words ending in o preceded by a con- 
sonant, add es: — 

hero — heroes mosquito — mosquitoes 

buffalo — buffaloes grotto — grottoes 

potato — potatoes calico — calicoes 

negro — negroes cargo — cargoes 

motto — mottoes tomato — tomatoes 

echo — echoes volcano — volcanoes 

(Review Section 182.) 

These words add only the s : — 

solo — solos octavo — octavos 

folio — folios canto — cantos 

piano — pianos quarto — quartos 

oratorio — oratorios palmetto — palmettos 



468 



ADVANCED ENGLISH 



4. Most nouns ending in f or fe change f or fe to 
v before adding es: as, leaf — leaves, calf — calves. 

Some nouns ending in f or fe add only the s with- 
out change in spelling. 

(Review Section 183.) 

775. A few nouns form their plurals irregularly. 
Of these nouns the most common are : — 

man, woman, child, tooth, foot, mouse, louse and ox. 

(Review Section 184.) 

776. Many nouns in the English .language are 
borrowed from other languages. Many of these form 
their plurals irregularly: — 



Singular 


Plural 


Singular 


Plural 


alumnus 


alumni 


vertex 


vertices 


radius 


radii 


series 


series 


focus 


foci 


species 


species 


terminus 


termini 


phenomenon 


phenomena 


stimulus 


stimuli 


genus 


genera 


cactus 


cacti 


ganglion 


ganglia 


formula 


formulae 


thesis 


theses 


nebula 


nebulae 


oasis 


oases 


antenna 


antennae 


axis 


axes 


vertebra 


vertebrae 


hypothesis 


hypotheses 


larva 


larvae 


analysis 


analyses 


datum 


data 


crisis 


crises 


stratum 


strata 


ellipsis 


ellipses 


memorandum memoranda 


basis 


bases 


medium 


media 


parenthesis 


parentheses 


bacterium 


bacteria 


beau 


beaux 


bandit 


banditti 


madam 


mesdames 


appendix 


appendices 


cherub 


cherubim 



GRAMMAR AND COMPOSITION 



469 



777. Some nouns have two plural forms, each, hav- 
ing a different meaning : — 

Singular Plural Plural 

brother brothers (of a family) brethren (of a church) 

cloth cloths (kind of cloth) clothes (garments) 
die dies (stamps for making money) dice (cubes for gaming) 

fish fishes (taken separately) fish (taken collectively) 

genius geniuses (men of genius) genii (spirits) 

index indexes (to books) indices (in algebra) 

shot shots (discharges of a gun) shot (balls for shooting) 

penny pennies (taken separately) pence (taken collectively) 

778. Some nouns are usually singular, as : — 

1. Abstract nouns : beauty, courage, skill, pride. 

2. Names of materials : rice, sugar, iron, silver, 
gold, tin, alcohol, tobacco, wine. 

3. Others: measles, politics, chemistry, neios. 

779. Some nouns are always or chiefly plural: — 



ashes 


shears 


cattle 


trousers 


eaves 


scissors 


victuals 


antipodes 


scales 


bellows 


alms 


tongs 


premises 


gallows 


dregs 


billiards 


oats 


shanks 


vespers 


spectacles 



780. Some nouns have the same form in both the 
singular and the plural number : sheep, brace, deer. 

There were two sheep in the field, and one sheep in the 
garden. 

Leon caught one brace of ducks, and his father caught 
three brace of wild fowl. 



470 ADVANCED ENGLISH 

781. The plurals of figures, letters and signs are 
made by adding 's : — 

Cross your t's. Dot your i's. Cancel the 2*s. Dont 
forget the +'s arid — 's. You use too many Is, my's and 
me's when you are talking. 

782. Compound Nouns form their plural — 

1. By adding s to the last word : — 

major generals car loads ox loads 

lieutenant colonels attorney -generals, ox carts 

forget-me-nots spoonfuls runaivays 

2. By adding s to the principal word : — 

brothers-in-law lookers-on 

sisters-in-law passers-by 

3. By making both parts plural : — 

man servant — men servants 
woman servant — women servants 

The words German, talisman, Brahman, Ottoman, 
Mussulman, add s to form their plurals. 

783. Proper names having titles form the plural by 
making the title plural : — 

Mr. Brown — Messrs. Brown Miss White — Misses White 

Doctors White and Black- 
Professors Sandico and Ocampo 

784. Write the plurals of the following : — 

arch cargo lily deer Mr. Alba 

beau buffalo leaf Mary countryman 



GRAMMAR AND COMPOSITION 



471 



beef 


fairy 


piano 


oasis 


son-in-law 


belief 


monkey 


mosquito 


pulley 


commander 


charity 


fife 


child 


puppy 


Dr. D 


chief 


calf 


negro 


stamen 


= 


ax 


handkerchief 


larva 


tooth 


X 


ox 


attorney 


bandit 


zero 


penny 


chimney 


echo 


basis 


6 


die 


poppy 


half 


axis 


W 


brother 



Composition 

785. Description. In order to describe an object, it 
is necessary first to know how it appears. We must 
know exactly what things look like. We must see 
clearly the face, figure, clothing, and movements of a 
person, and observe his habits, before we can describe 
him clearly and accurately. Every tree, flower, ani- 
mal, country, person or people has something differ- 
ent from every other of the same class. We should 
observe what these differences are. 



1. Without looking at the clock in your room, write 
down all the facts that you can to describe it. 

2. Examine tl%e clock closely and note down tJie facts 
concerning ; — 

Its position, shape, size, color, appearance of the face, 
color of the hands, presence or absence of the second 
hand, position of the second hand, arrangement and kind 
of numbers, its legs, how it ticks, whether it strikes or not, 
frequency of winding. 

Compare this description with tlie previous descrip- 
tion. 



472 ADVANCED ENGLISH 

3. In the same way describe at first without looking, 
(iiid then after close observation, a book that you have at 
home. Tell : — 

Its size, length, width, thickness, weight, color of 
cover, paper or leather cover, number of pages, the size of 
the print, margins of pages, exact title, where published 
and when, number and quality of the pictures, the contents 
of the book. 

4. Make a list of the things yon saiv on tJie way to 
school to-day. 

5. On tJw ivay home to-night look again. Notice; — 

The trees, plants, flowers, fences, houses, the street, the 
people and animals. 

Make a new list. 

6. Describe a room in your house. Tell the objects in 
the room and just where each is. Then visit the room 
and observe it more closely. 

786. Study the common Gecko. Observe the follow- 
ing : — 

1. Size — length, thickness. 

2. Color — on the back, on the under side, how the 

color varies, why ? 

3. Legs — length, shape, position on the body, for walk- 

ing, jumping or running. 

4. Feet — size, number of toes on each; how they 

hold to the wall. 

5. Head — size, shape; mouth, size, shape; tongue, 

position in the mouth, how it is attached, how 
used to catch insects. Eyes, color, size, position, 
covering. How well they can see. 



GRAMMAR AND COMPOSITION 473 

6. Tail — length, habit of dropping when caught, use 

of this habit. Observe new tail growing. 

7. Movements — slow or swift. Tell how it pursues 

and catches insects. Try experiments with it. 

8. Voice — the sound it makes. 

9. Reproduction — eggs, size, color, where they are laid, 

how long required to hatch. Get eggs and see 
them hatch. 
10. Use — what it eats, harmful insects. 

Write a description of the gecko in ten paragraphs. Use 
drawings to illustrate your composition. 
(Review Sections 493 and 519.) 

787. Make similar observations and write a description 
of {D a butterfly, (2) a mosquito. 

(See Section 494.) 

788. Make a similar study of some animal and write 
a description of it. 

789. Get a leaf from a common plant. Observe care- 
fully all its parts. Then ivrite a description of the leaf, 
using this outline; — 

1. The parts — blade, petiole, stipules. 

2. Blade — shape, edges, thickness, length, midrib, the 

veins, color of surfaces. 

3. Petiole — present or absent, length, shape, clasping 

or free. 

4. Stipules — present or absent, size, color, arrange- 

ment. 

790. Besides observing things for ourselves before 
writing a description, we should gather all the in- 



474 ADVANCED ENGLISH 

formation we can by questioning others and by read- 
ing books. 

Study the Papaya Tree. Gather infarmatUm about the 

following topics. Make notes of your observations and 
tlte information that you can get. 

1. Where it grows — in the Philippines. Other parts 

of the world. 

2. Stem — height, color, straight, crooked, or taper- 

ing, with or without branches, markings, and what 
they represent. 

3. Leaves — where they grow, shape, size, petioles, 

markings on the stems. Resemblance to a palm. 

4. Flowers — two kinds: male and female. Male 

tree, white flowers, fragrant, contain stamens, pro- 
duce the pollen, color of the pollen. How the 
pollen is carried. Female contains the pistils, 
bears the fruit. 

5. Fruit — like a small squash, length, shape, ribbed, 

arranged, taste, how eaten, how prepared to eat. 
Seeds, color, shape, taste, use. When it produces 
fruit. Quantity of fruit. 

6. Uses — fruit, leaves, sap of the stem, juice of the 

fruit. 
Write a description of the tree in six paragraphs. 

791. Make a similar study and write the outline and a 
description of the banana tree, mango tree, cocoanut pal in . 
coffee free, rubber tree, bijuco vine. 

Case 

792. The Case of a noun or pronoun is its change in form 
or use to show its relation to the other words in the 
sentence. 



GRAMMAR AND COMPOSITION 475 

There are three cases : — 

The Nominative Case, the Objective Case and the 
Possessive Case. Nouns change their form only in 
the Possessive Case. 

793. A noun is in the Nominative Case when used 
as: — 

1. Subject of a sentence : Oscar has a book. 

2. Attribute complement : This boy is Oscar. 

3. Name of a person addressed : Oscar, read slowly. 

4. Appositive modifier, of the subject : This boy, Oscar, 
is my brother. 

5. Appositive modifier of the attribute complement : 
This boy is my brother Oscar. 

6. Nominative absolute : Oscar being absent, Juan rang 

the bell. 

(Review Sections 220, 234, 235, and 236.) 

794. A noun is in the Objective Case when used 
as : — 

1. Object complement : We saiv Oscar. 

2. Objective complement : We called the boy Oscar. 

3. Adverbial phrase modifier, or indirect object : He 
ivalked ten miles. I gave Oscar a pen. 

4. Appositive modifier of a noun in the objective case: 
I gave the pen to my brother Oscar. 

(Review Sections 222, 237 and 238.) 

795. A noun is in the Possessive Case when used as 
a possessive modifier : — 

Oscar's pen is lost. 

(Review Sections 220, 228 and 229.) 



476 ADVANCED ENGLISH 

796 . Tell the case of each of t7ie nouns in these sentences. 
Give reasons. 

1. Time brings students many opportunities. 

2. My brother Felipe came home on Wednesday. 

3. Our neighbor saved our house, the home of my 

grandfather, from being burned. 

4. Pedro, did you give Sixto an orange? 

5. Everything being ready, we started. 

6. The war lasted seven years. 

7. We were happy that afternoon on my uncle's ship. 

8. American people love Whittier, the Quaker poet. 

9. My sister Murta named the new boat Leona. 



Composition 
the possessive case 

797. A possessive noun may be changed to a 
phrase introduced by the preposition of : — 

a boy's hat father's house horses' heads 

a hat of a boy house of my father heads of horses 

(Review Sections 231 and 232.) 

Change the possessive nouns in tliese groups of words to 
phrases: — 

1. Magellan's voyage. 5. The people's rights. 

2. Trinidad & Co.'s store. 6. My wife's carriage. 

3. The governor's family. 7. The Jesuits' school. 

4. The general's house. 8. The children's games. 

798. Change the phrases in these groups to possessive 
nouns : — 



GRAMMAR AND COMPOSITION 477 

1. Writings of Rizal. 5. The wife of Mr. Tonco. 

2. A horse owned by Gil. 6. The death of Gen. Luna. 

3. Clothing for men. 7. Family of Gov. Ocampo. 

4. Dresses for ladies. 8. Wishes of my mother. 

799. To show that two or more persons possess the 
same thing, or things, in common, the possessive sign 
is added only to the name of the last person men- 
tioned — Leon and Pablo's kite. Only one kite is 
spoken of; the boys together own it. The kite of 
Leon and Pablo. When we say Leon and Pablo's 
kites, more than one kite is spoken of ; the boys to- 
gether own them, or own them in common. TJie 
kites of Leo?i and Pablo. 

To show that each of two or more persons possesses 
the same thing, or things, but not in common, an 
apostrophe is added to the name of each person — 
Leons and Pablo s kite. Two kites are spoken of; 
one is owned by Leon and the other by Pablo. TJie 
kite of Leon and the kite of Pablo. When we say 
Leon's and Pablo's kites, several kites are spoken of ; 
some are owned by Leon and some by Pablo. The 
kites of Leon and the kites of Pablo. 

Change each of the possessives in these groups to 
phrases. Tell how many objects are possessed in each 
group. 

1. Jose and Martin's boat. 

2. The boy's and the girl's books. 

3. My uncle and aunt's home. 

4. The boys' and the girls' school. 



478 ADVANCED ENGLISH 

800. The hoys and the girls school means two 
schools, but TJie boys and girls school means one 
school for both boys and girls. 

The words the or a are used before each possessive 
(unless the possessive is a proper noun) when separate 
things are possessed : — 

A man's and a woman's slippers. 
The boy's and the yirl'sfan. 
Ramon s and Lend 's fan. 

Change the phrases in these groups to possessivcs. Give 
reasons for your use of the possessive sign. 

1. The boat of Leon and Alba. 

2. The boat of Leon and the boat of Alba. 

3. The house of my brother and my uncle. 

4. The house of my brother and the house of my uncle. 

5. The farm belonging to the man and the woman. 

Change the possessive nouns in these groups of words to 
phrases : — 

1. Men's and boys' clothing. 

2. Grant's army and Lee's army. 

3. Infants' and children's dresses. 

4. A and B's money. 

5. Leon's and Sotero's hat. 

801. Copy these groups of ivords. Use the apostrophe 
where it is needed. Tell why you use it. 

1. Those girls fans. 5. These ladies combs. 

2. A childs playthings. 6. That pupils slate. 

3. His brothers sister. 7. These pupils slates. 

4. Those ladys shoes. 8. An honest mans work. 



GRAMMAR AND COMPOSITION 479 

9. The peoples foes. 12. This babies toys. 

10. Ana and Inas book. 13. These babies toys. 

11. The boys and the girls 14. The house of the boys 

schools. father. 

802. When nouns are in apposition, the possessive 
sign is added to only one of the nouns : — 

Felipe our brother s death. 

John the king of England's tyranny. 

Generally the word nearest the name of the thing 
possessed takes the possessive sign. 

803. We should avoid the use of too many posses- 
sives : — 

Juan s sister s husband's mother is sick. 
Filipinos', Americans'' and Chinese's interests differ 
greatly. 

In such cases, it is better to use phrases : — 
The mother of the husband of Juans sister is sick. 
The interests of Filijrinos, Americans and Chinese differ 
greatly. 

804. The noun in the possessive case is sometimes 
used without the noun it modifies, when this noun is 
easily supplied : — 

This book is Jose's. This umbrella is Ana's. 
My mind is the world's, my soul is God's. 
We stayed at Flora's all night. 

Write sentences, losing these possessives without the 
nouns that they modify: — 

1. my cousin's 3. Luisa's 5. sister's 

2. at Marcos's 4. if father's 6. teacher's 



480 ADVANCED ENGLISH 

805. Write a letter to some person in America tell- 
ing about a Fiesta. Use this outline : — 

1. When it was. 

2. What it celebrated. 

3. What the people did — ringing the bells — church 

— parade — band — lanterns — etc. 

4. What you did. 

Tell the number, gender and case of each noun that you 
have used. 

806. Study tliese descriptions: — 

We land, and make our way about through the city. 
The sidewalks are crowded. All sorts of work go on in 
the open air. Here a cobbler is mending boots right out 
on the street. A little farther on a tailor is sewing, while 
down in that alley you may see a girl washing clothes. 
There are many peddlers showing their wares, rosy- 
cheeked children play about in the dirt, and donkeys, 
dogs and goats wind their way in and out through the 
crowd. The people are dark faced, with rosy cheeks. 
Both men and women wear bright colors, and altogether 
the scene is a gay one. 

In what is the writer most interested ? What are 
the things of which he speaks ? What is the main 
topic of the paragraph? Where is the author? In 
what tense are the verbs ? 

Walk through the streets of ijour town. Write a simi- 
lar deserij)tion of what you see, selecting only the most 
important and the most interesting topics. Use verbs in 
tJie present tense. 



GRAMMAR AND COMPOSITION" 481 

807. Study this description of a market. 

The Manila market is divided up into streets, each 
having its own kind of business. Here is a section sell- 
ing nothing but cloth. It is divided into many small 
parts, each owned by a woman merchant. Each woman 
has a money box beside her, and all are keen at a bargain. 

In another place shoes are being sold. Most of them 
have wooden soles with only a strip of leather over the 
toes. Some merchants are selling pans and kettles made 
of tin and iron, jars of red clay, and clay stoves with 
knobs inside to hold the jars above the fire. 

Not far away is the fish market, where all kinds of fish, 
fresh and dried, are sold. Many are alive and kept in 
bamboo baskets. Each customer feels the fish to be sure 
that it is alive. Live chickens and pigs are kept in 
baskets until wanted. 

In another part we see the most delicious fruits. There 
are bananas, large and small, with skins red, yellow and 
green. There are lemons, oranges, chicos and breadfruit. 
We taste a slice of papaya, like it, and buy some. We 
are delighted. with the mango, the queen of fruits. A few 
cents pay for all the fruit we can eat, and we walk on. 

In this description where is the writer supposed to 
be? How do you know this? What are the things 
that he mentions ? In what is he most interested ? 

Go to the market in your town. Pass through the, 
different sections. Observe the things sold, the arrange- 
ment of the market. Write a description of what you 
saw, using verbs in the past tense. 

Rewrite the description as though you were actually 
in tJie market, looking about and telling what you see, 
using verbs in the present tense. 

GIBBS' ADV. EHG. — 31 



482 ADVANCED ENGLISH 

808. Study these descriptions: — 

A Street in Porto Rico 

How noisy it is ! From the second-story windows 
come the drum of piano and twang of guitar. Goats 
run in and out of the houses, carriages drawn by ponies 
dash by. All kinds of peddlers are crying their wares. 
Here is one selling chickens. He has three dozen fowls, 
tied together by their legs and slung on each side of his 
shoulder. As he walks along, he calls out the prices and 
the chickens squawk. Behind him comes a man, carrying 
bundles of palm bark under his arm. As he turns about, 
calling his goods, we see that each bundle contains a live 
turkey. Farther on, there are men selling eggs, ice ped- 
dlers and candy peddlers, and a boy carrying a very large 
basket of bread on his head. 

In this paragraph, with what is the writer mostly 
concerned ? How are the noises made ? 

Visit tlie market again on a busy day. Observe the 
noises of voices, animals and carts. Write a description 
as though you were in the market when writing. 

809. Visit the market again. This time notice es- 
pecially its buildings, its surroundings and location in 
tJie town. 

Write a description of these. 

Combine this description with the descriptions written 
in Sections 807 and 808 into a general description of the 
market. 

810. Go to the church on San day morning or daring 
a fiesta. Observe: — 



GRAMMAR AND COMPOSITION 



483 



1. The people. 

2. The scene in the church during the service. 

Write down all the interesting things that you observe. 
Write a description of the people and the scene in the 
church. 

NOUN REVIEW 
(1 



I. Classes 



II. Number 



III. Gender 



IV. Person 



V. Case 



VI. Uses 



Common, 159, 748. 

{Abstract, 750. 
Collective, 749. 
2. Proper, 159, 160, 747. 

f 1. Singular, 180, 778, 780. 

1 2. Plural, 180, 773-777, 779, 780, 782. 

1. Masculine, 171, 762. 

2. Feminine, 171, 762. 

3. Neuter, 171, 763. 

1. First, 263. 

2. Second, 265. 

3. Third, .QQ. 

1. Nominative, 220, 793. 

2. Possessive, 226, 795. 

3. Objective, 222, 794. 

1. Subject, 603, 604. 

2. Object complement, 200, 636. 

3. Attribute complement, 191, 629. 

4. Objective complement, 206. 
■\ 5. Adjective modifier, 25, 647. 

Adverbial modifier, 238, 666. 
Appositive modifier, 236, 648. 
Object of a preposition, 84, 580. 
Indirect object, 211, 237. 



VII. Synonyms, 752. 
VITT. Derivation, 163, 164, 753. 
IX. Words used as, 245, 246, 247, 248. 



484 ADVANCED ENGLISH 

THE PRONOUN 
Classes of Pbonouns 

811. A Personal Pronoun is a pronoun which by its form 
shows whether it represents the person speaking, the per- 
son spoken to or the person spoken of. 

(Review Sections 262, 26:',, 264, 26.}, 266, 267 and 268.) 

812. A Relative Pronoun is a pronoun that is used to con- 
nect clauses and to refer to an antecedent. 

(Review Sections 134, 306 and 309.) 

813. An Interrogative Pronoun is a pronoun that is used 
to ask a question. 

(Review Sections 300 and 302.) 

814. An Adjective Pronoun is an adjective that is used 
as a pronoun. 

(Review Sections 316, 318, 320, 321, 322, 323, 326 and 327.) 

The Antecedent 

815. A pronoun agrees with its antecedent in gen- 
der, number and person. 

(Review Sections 258 and 266.) 

Tell five antecedent, and the gender, luiuihcr and per- 
son of each pronoun in Sections 135, 308 and 708. 

816. I. When a pronoun represents a noun modified 
by no, any, each, every, either, neither, nobody, anybody, 
everybody, the pronoun should be in the singular num- 
ber : — 

Each boy did his best. Every girl carried her books. 
Neither of the boys knew his lesson. Everybody took off 
his hat. 



GRAMMAR AND COMPOSITION 485 

II. We have in English no pronoun to represent 
common gender. In sentences like 

Every boy and girl knew — lesson, 

we have no pronoun in the singular number to repre- 
sent both boy and girl. We may say, 

Every boy and girl knew his or her lesson, 

but it is better to change the sentence so as to make 
the use of the two pronouns unnecessary : — - 

All the boys and girls knew their lessons. 

Composition 

817. Copy these sentences, ivritin£ a personal pronoun 
in place of each blank : — 

1. If anybody calls, ask .... to wait. 

2. Somebody was here, but .... would not wait. 

3. Everybody had gone to ... . home. 

4. Any one can do this if ... . tries. 

5. No person who is rude in .... table manners, is 

desirable company at dinner. 

6. No man in ... . right mind would do that. 

7. If any one knows, let ... . hold up ... . hand. 

8. Every man should own .... home. 

9. Neither Leon nor Cecil could find .... cap. 

10. Either Pedro or Carlos has lost .... pen. 

11. Either Flora or Lydia will lend you .... fan. 

12. Nobody should praise .... self. 

13. Everybody goes to bed when .... pleases. 

14. All the pupils were in ... . seats. 



48G ADVANCED ENGLISH 

818. When a collective noun refers to the collection 
as a whole, it is represented by a singular pronoun. 

Our family is large. It contains fourteen persons. 

If it refers to the individuals of the group, the pro- 
nouns representing it should be in the plural number. 

The family are eating their dinner. 

(Each member of the family is eating dinner.') 

Copy these sentences, writing a pronoun in place of 
each blank: — 

1. The committee has handed in ... . report. 

2. The people stood on ... , feet for three hours. 

3. The class were requested to leave .... seats. 

4. The nation should honor .... ruler. 

5. The commission cast .... votes for this law. 

819. Describe tJie Jwuse in which you live, taking each 
part separately. 

1. Its location — street and part of barrio, town or city. 

2. Its surrounding — trees, river, garden, walls, fences, 
other buildings. 

3. General appearance — size, shape, color, new, old. 

4. Outside — roof, kind, slope; piazza — location, size; 
walls — stone, posts; distance above the ground; lower 
part inclosed by; what made of; windows — size, how 
closed. 

5. Interior — entrance, location ; stairs; rooms, number, 

arrangement, size ; furniture, pictures, mirrors, floors, 

doors, walls. 

(Review Section 601.) 

820. Describe your house again as though you were a 
visitor, mentioning only the important tilings that you 






GRAMMAR AND COMPOSITION 487 

see as you approach the house, and pass through it with- 
out stopping to examine everything. 

821. Go to some hill or place where you can get a dis- 
tant view of the church or some other large building in 
your town. JVotice ivhat you can see and what you can- 
not see. 

1. Write a description of it as you see it from this dis- 
tance. Describe only what you can see. 

2. Go to the church or building. What can you now 
see that you could not see before. 

Write anotlver description of the church fi^om this 
point of view. 

In writing a description, do not change the point 
of view. If you begin to describe something at a 
distance, you should finish the description there, 
unless you tell the reader that you have come nearer 
to the object or in some other way changed the 
point of view. 

We may describe a scene as in Sections 806, 807 or 
808, as though we were actually in the place, or we 
may describe it as something we have seen. When 
we have begun a description in one way, we should 
finish it from this point of view. 

822. Describe a street scene during a fiesta. 

1. As though you were in the street and seeing the per- 

sons and things that you describe. 

2. As something that you saw. 

3. As a general scene, without reference to yourself. 

823. Co/)y these sentences, writing in place of each blank 
one of the pronouns given in parenthesis. Give a reason 
for your choice. 



488 ADVANCED ENGLISH 

1. Who will go with .... (I or me) ? 

2. She is taller than .... (I or me). 

3. He is not so old as ... . (she or her). 

4. Wait for Helena and .... (I or me) (she or her). 

5. She knew that it was .... (he or him). 

6. You and .... (he or him) will go together. 

7. There is no quarrel between you and .... (she 

or her) (I or me). 

8. It was .... (we or us) whom you saw. 

9. Everybody was late except .... (we or us). 

10. The boys as well as ... . (we or us) are going. 

11. Was it .... (she or her) that you saw ? 

12. If I were .... (he or him), I would go. 

13. What can you expect from such as ... . (they 

or them) ? 

14. It was .... (they or them). 

15. We never saw Gil and .... (they or them) to- 

gether. 

16. It could not have been .... (they or them), for 

.... (they or them) were at home. 

17. We are much stronger than .... (they or them). 

Case 

824. The pronouns I, thou, he, she, it, they and who 
are used only in the nominative case. 

(Review Sections 272, 281 and 283.) 

825. The pronouns my, thy, your, their and whose 
are used only in the possessive case. 

(Review Sections 28, 281 and 285.) 

826. The pronouns me, thee, him, them and whom 
are used only in the objective case. 

(Review Sections 274. 276, 281 and 284.) 



GRAMMAR AND COMPOSITION 489 

827. The pronoun thou is used instead of you : — 

1. In the Bible : "Thou slialt not steal." 

2. In addressing God : "We praise Thee, Grod." 

3. In poetry : "My country, His of thee, 

Sweet land of liberty, 
Of thee we sing." 

828. Write sentences, losing these groups of wards : — 

1. to whom 4. in which 7. than I 

2. for whom 5. for which 8. than he 

3. by whom 6. near which 9. than she 

829. Write ten sentences, using pronouns in the nomi- 
native case. 

830. Write ten sentences, using pronouns in the pos- 
sessive case. 

831. Write ten sentences, using pronouns in the ob- 
jective case. 

832. What pronouns are in the first person ? In 
the second person ? In the third person ? 

Use each of these pronouns in a sentence. 

833. Copy these sentences, ivriting a pronoun in place 
of each blank. Parse each of the pronouns that you lose. 

1. The world has use for both .... and .... 

2. Let .... go together will take good 

care of ... . 

3 is there? It is . . . . It is Leon and . . . . 

4. I knew it was .... He told me .... it was 



5. This is the book .... I found. Is 
book ? 



490 ADVANCED ENGLISH 

6. Her brother is five years older than . . . . , two 

years younger than .... and one year older 
than .... 

7. She is not so tall as .... nor so young as ... . 

8 hat have you ? .... gave it to . . . . ? 

9. A boy .... I know received the prize. 

10. I do not know .... it was. 

11. Do you know .... to ask? 

Composition 

834. The pronoim it is used — 

1. As an introductory word to emphasize the sub- 
ject by placing the latter after the verb : — 

It is wrong to steal. 
' It is believed by all peoples that there is a God. 
(Review Sections 291 and 297.) 

Write ten sentences in which it is used to introduce each 
sentence. 

2. As a pronoun to represent things in the neuter 
gender, or animals, or a child spoken of without re- 
gard to sex. 

3. Indefinitely: — 

It rains. It will probably be there to-morrow. 
Write ten sentences illustrating this use of it. 

835. The possessive case of the pronoun is often 
used to modify a participial phrase : — 

Your speaking so well won the applause. 

We did not know about his winning the prize. 

Their sawing the boards so carelessly spoiled them. 



GRAMMAR AND COMPOSITION 491 

Write five other sentences, using possessive pronouns to 
modify participial phrases. 

836. Write a description of the province in which you 

live. 

(See Section 592.) 

837. Rules for writing Descriptions. 

1. Learn all you can about what you are to describe : 

(1) By observing it. (2) By experimenting. 
(3) By reading and studying. (4) By inquiring. 

2. Observe accurately and have a clear picture in your 

own mind in order to make your description clear 
and accurate. 

3. After gathering the materials, arrange them in some 

regular order according to an outline. 

4. Think each sentence carefully through before you 

write it. 

5. Give special attention to the use, choice and posi- 

tion of adjective modifiers. Test each statement 
to see whether it gives the right picture. Select 
those adjectives that accurately represent the 
quality of the object described. 

6. Do not change the point of view nor the tense of 

the principal verbs. 

7. Select the more important, and especially the pecul- 

iar, points for description. 

8. Make the descriptions short. 

9. Make frequent use of the dictionary. 

838. Write a description of Siam, 

839. Study this description of a scene : — 

The land is everywhere green. The plains are covered 
with plantations of rice, sugar and hemp, and the moun- 



492 ADVANCED ENGLISH 

tains are so wooded that they look blue in the distance, 
rolling on and on in smoky masses until lost in the low- 
hanging clouds. The coasts are bordered with cocoanut 
trees, which grow at their best. Under them are light 
brown villages of thatched huts, with fishing traps on the 
beach, and fishing inclosures fenced with bamboos, extend- 
ing far out from the shore. We pass sailing boats with 
outriggers, manned by brown-skinned men and boys en- 
gaged in catching and trapping the fish for which the 
waters are noted. Some are gathering beche de mer, and 
others the pearl shells off the coral islands of the group. 

In this description, what is the point of view of the 
writer ? What is the topic of the paragraph ? What 
are the things he mentions ? What are the adjec- 
tives he uses ? What does each adjective describe ? 

1. Make an outline of the paragraph. 

2. Write the paragraph, making the sentences shorter. 

3. Rewrite the paragraph, using an entirely different list 

of adjectives. Notice the changes made in the scene. 

840. Go to some place from which yon can get a view 
of your village or town. 

1. Note carefidly the important things in the scene. 
Arrange these in order in an outline. List the adjectives 
that accurately describe each feature of the scene. 

2. After your outline has been carefidly arranged, write 
the description. Note the point of vieiv in ea<-/t sentence 
and paragraph and the tense of the verbs. 

841. Write (mother description of your town, tahin§ 
the point of view of a stranger who rides about the streets 
noticing the more interesting and important things. 

842. Study this description ; — 



GRAMMAR AND COMPOSITION 493 



A Mountainous Country 

The first thing that one notices in Switzerland is the 
high, wild and very beautiful mountain ranges. Their 
lower slopes are covered with vineyards, orchards, wheat 
fields and meadows, with pleasant villages in every valley. 

Higher up we see green forests of oak and walnut, then 
tall dark pines and firs. After this we find low shrubs 
full of bright flowers, and green pastures with herds of 
cows and goats feeding upon them. Higher still are the 
tall sharp peaks covered with ice and snow, and glittering 
in the sunshine like diamonds. 

Bright streams flow through the pleasant green valleys, 
leaping over steep rocks in waterfalls, some of which are 
so high that the water in falling changes into spray or 
mist. Sometimes the streams go leaping and dancing 
into hollows among the mountains, and make beautiful 
lakes that smile in the sunshine and reflect the snowy 
peaks above them, or the green forest around them. 

In this description where does the writer begin ? 
What are the things mentioned? Make an outline 
of the paragraphs. 

Reproduce the paragraphs from memory, using your 
outline. 

843. From some place near your home get a view of 
the mountains. Note only the most important features. 
Mention ; — 

1. The time. 2. The condition of the atmosphere. 
3. The details of the picture, beginning with those near- 
est and lowest, proceeding up the mountains. 4. Their 
outlines against the sky. The sky and the clouds. 



491 ADVANCED ENGLISH 

844. If possible, get a view of the land from the sea. 
Describe the scene, beginning with the things nearest and 
ending with the distant mountains. 

Adjective Pronouns 

(Review Sections .316, 320 to 327 and 487.) 

845. One is used in speaking of persons in general, 
meaning a person : — 

One should never be rude. One's friends are sometimes 
one's worst enemies. My brother is a student and 
I wish to be one. 

846. The one and the other are used to distinguish 
two persons or things already mentioned : — 

You may choose virtue or vice, the one leads to happiness, 

the other to misery. 
Daniel and Pablo are brothers, the one is a lawyer, the 

other is a doctor. 

847. Each other refers to two persons. One another 
refers to more than two persons or things : — ■ 

David and Jonathan loved each other. 
Brothers and sisters .should love each other. 
Little children, love one another. 
The people aid one another. 

848. This, that, these and those are called Demon- 
strative Pronouns, because they are used to point out 
or call attention to the persons or things that they 
represent. 

849. Write sentences, using these words as pronouns : — 

1. one 3. one another 5. this 7. these 

2. other 4. each other 6. that 8. those 



GRAMMAR AND COMPOSITION 495 



Relative Pronouns 

850. By adding ever, so or soever to the relative 
pronouns who, which and what, the Compound Rela- 
tive Pronouns are formed : — 

who which what 

whoever whichever whatever 

whosoever whichsoever whatsoever 

whoso whosoever whosesoever whomever whomsoever 

Read these sentences. Notice how each coinpoicnd 
relative -pronoun is used. 

1. Which orange may I have? You may have which- 

ever you wish. 

2. Father says that I may do whatever I please to-day. 

3. Whatever we do should be done well. 

4. Whosoever will, let him come. 

5. W hoe ver would harm a little bird must be very cruel. 

851. Copy these sentences, writing a relative pronoun 
in place of each blank : — 

1. I know the man .... we met last night. 

2. I could not answer the question .... he asked me. 

3. The horse .... he rode was very lame. 

4. Hongkong, . . . . is an important commercial cen- 

ter, belongs to the British. 

5. The house in ... . we stayed was nearly new. 

6. You may give it to . . . . you wish. 

7 orange do you wish? To .... will you 

give it? 
8. A man, .... home is in Korea, called to see me. 
9 wishes may come. 



49G ADVANCED ENGLISH 

852. When several relative clauses modify the same 
antecedent, they should begin with the same pronoun. 

Write a relative pronoun in place of cadi blanh: — 

1. An anchor, .... was found on a reef and .... 

was lost by the steamer, weighed one ton. 

2. They caught the thief .... had broken into the 

bank and .... had killed the watchman. 

3. The man, .... house was burned and .... crops 

were destroyed by the ladrones, has gone to an- 
other town. 

853. The word as is used as a relative pronoun 
after nouns modified by such, same, so much, as much, 
so great, etc. 

You never saw such a kite as / have. 
He rode in the same cart as I did. 

854. Write sentences, using each of these relative pro- 
nouns. Parse each relative pronoun as yon have used 
it in your sentences. 

1. who 4. which 7. whoever 10. as 

2. whose 5. what 8. whatever 11. but 

3. whom 6. that 6. whichever 12. whosoever 

855. The word but is sometimes used as a relative 
pronoun after a negative : — 

There is not a man but has his failures. 
There is not a heart but has its days of sorroiv. 

856. Parse the nouns and pronouns used in these sen- 
tences : — 

1. Those who come first will get the best seats. 

2. If any one comes, tell him to wait. 



GRAMMAR AND COMPOSITION 497 

3. Who listens once, will listen twice. 

4. There is no fireside but has one vacant chair. 

5. We must learn by practice such things as are 

most useful to us. 

6. Whatever is worth doing at all is worth doing 

well. 

7. If we are honest with ourselves, we shall be honest 

with each other. 

8. One's conduct speaks louder than one's words. 

9. The fault is yours, not mine. 

10. Ask for whatever you want. 

11. We should care for others as well as for ourselves. 

12. All that I have seen teaches me to trust the Creator 

for all that I have not seen. 

13. The person to whom you refer is not the person 

whose fortune was lost. 

14. What good hast thou done with thy life ? 

Composition 

857. Who and whom. 

Copy these sentences, zvriti?i£ who or wJiom in place of 
each blank. Give a reason for your clvoice. 

1 did you meet? To .... did you speak? 

2. Maximo asked, " . . . . was there ? " 

3. Maximo asked .... to go. 

4. Maximo wished to know .... was there. 

5 will go ? With .... will you go ? 

6. No one was there .... I knew. 

858. Whoever and whomever. 

Whoever means no matter who, and whomever, no 
matter ivhom. 

GIBBS 1 ADV. ENG. 32 



498 



ADVANCED ENGLISH 



Copy these sentences, writing whoever or whomever in 

place of each blank. Give a reason for your ch oice. 

1. Give the ball to ... . you wish. 
2 fails in his examinations will not be pro- 
moted. 
3. Ask .... you meet. 
4 comes I shall be pleased to see him. 

859. The relative pronoun is sometimes omitted. 

In each of these sentences, state what relative pronoun 

is omitted :— 

. I heard came from the market 



The sounds . . 

place. 
The shoes . . . 
The town . . . 
I lost the book 
The material . 



you wear are made of leather. 
I am describing lies in a valley 
. . . you gave me. 
. . we had to use was excellent. 



I will tell you a story .... I have just read. 
860. Write a description of two of these subjects .- - 

(See the outlines in Sections 495, 507, 528 and 790.) 



1. 


A Cocoanut Palm. 


13. 


The Buri Palm. 


2. 


A Chico. 


14. 


The Maguey Plant. 


3. 


The Mango Tree. 


15. 


The Pineapple. 


4. 


The Sampaguita. 


16. 


The Cotton Tree. 


5. 


The Ylang-ylang. 


17. 


The Breadfruit Tree. 


6. 


The Coffee Tree. 


18. 


The Santol. 


7. 


The Banana Tree. 


19. 


The Nipa Palm. 


8. 


The Narra. 


20. 


The Snipe. 


9. 


Bamboo. 


21. 


The Hornbill. 


10. 


The Kingbird. 


22. 


The Mole Cricket. 


11. 


The White Heron. 


23. 


The Scorpion. 


12. 


The Fruit Bat. 


24. 


The Cockroach. 



GRAMMAR AND COMPOSITION 



499 



I. Uses 



II. Classes 



III. Number 



PRONOUN REVIEW 

1. Subject, 16, 257, 605. 

2. Object complement, 93, 95, 635. 

3. Attribute complement, 97, 628. 

4. Indirect object, 211, 284, 639. 

5. Object of a preposition, 84, 285, 580. 

6. Introducing a clause, 134, 251. 

7. Asking a question, 300, 813. 

8. Special uses, 816, n, 818, 827, 834, 853-855. 

fl. Personal, 262-268, 290, 811. 

2. Relative, 306, 309, 812, 850. 

I 3. Interrogative, 300, 813. 

U. Adjective, 316 to 327, 814, 845-848. 

[1. Singular, 263, 265, 266, 268, 816. 

2. Plural, 264, 265, 267, 268. 



fl. Masculine, 263-268. 
IV. Gender ^2. Feminine, 263-268. 

1 3. Neuter, 266, 267, 268. 

fl. First, 263, 264, 268. 
V. Person \ 2. Second, 265, 268. 

13. Third, 266, 267, 268. 



VI. Case 



fl. Nominative, 27i 
2. Possessive, 274. 
L 3. Objective, 279. 



THE ADJECTIVE 



861. An Adjective is a word used to describe a noun or a 
pronoun. 

Adjectives are divided into two general classes : 
Descriptive Adjectives and Limiting Adjectives. 



500 



ADVANCED ENGLISH 



862. A Descriptive Adjective is an adjective that tells the 
kind or quality of the person or thing represented by the 
noun or pronoun. 

(Review Sections 23 and 482.) 

Write adjectives that may be used to describe: — 
1. A valley. 2. A road. 3. A country. 

863. Some descriptive adjectives are derived from 
proper nouns : Japan, Japanese ; China, Chinese. They 
are called Proper Adjectives. 

Tell from what nouns these proper adjectives are de- 
rived : — 



American 


English 


Mexican 


Turkish 


Arabian 


Malayan 


Canadian 


Swedish 


African 


Indian 


Persian 


Russian 


Japanese 


Sum at ran 


Italian 


Egyptian 


Chinese 


Australian 


German 


Moorish 



864. A Limiting Adjective is an adjective that limits or 
defines the quantity or number of the persons or things 
represented by the noun or pronoun without describing 
them. 

What are the most important words used as limiting 
adjectives ? 

(See Section 485.) 

865. The limiting, or numeral, adjectives one, 
two, three, four, etc., are called Cardinal Numerals; 
first, second, third, fourth, etc., are called Ordinal 
Numerals. 

(Review Sections 491 and <>53, 4.) 



GRAMMAR AND COMPOSITION 501 

866. The words ivhich and ivhat are often used as 
adjectives in asking questions, and are then some- 
times called Interrogative Adjectives : — 

Which book have you ? What lessoyi did you learn ? 

867. The limiting adjectives a, an and the a**e called 
the Articles. 

(Review Sections 496, 497 and 498.) 

Before what words is a used ? An ? 

What is the difference in the meaning of these 
groups of words : The house on the hill and A house on 
a hill? 

A red, ivhite and blue flag and a red, a ivhite and 
a blue flag. Why ? 

868. The word the is used — 

(a) To refer to some particular person or thing 
already mentioned or described : — 

I saw a horse and a man. The horse was small. The 
man was large. 

(b) When speaking of some particular class of per- 
sons or things : — 

The carabao is a useful animal. 

The Filipinos belong to the brown race. 

The narra is a valuable tree. 

869- The is omitted before nouns used in a very 
general sense : — 

History is a useful study. Silk is expensive. 

Cholera /* dreaded. Water is necessary. 

He was elected president. Rubber is flexible. 



502 ADVANCED ENGLISH 

870. This, these, that, and those are called Demon- 
strative Adjectives. When should we use this and 
these ? When that and those ? 

(Review Sections 25 and 488.) 

Write sentences, using : — 
1. this 2. that 3. these 4. those 

871. Comparison is a change in the form or use 
of an adjective, which shows that certain persons or 
things possess different degrees of a given quality : — 

Juan is tall, Jose is taller, Pedro is the tallest. 

(Review Sections 503, 504, 508 and 510-513.) 

1. The Positive Degree is the simplest form of the 
adjective. It expresses only a quality : — 

good old true happy red 

2. The Comparative Degree is used to show that 
one of two persons or things has more of a given 
quality than the other. 

taller slower stronger harder wider wiser 

3. The Superlative Degree is used to show that one 
of three or more persons or things has more or less of 
a given quality than any of the others : — 

Anda is the tallest, strongest, oldest, best, most studious, 
least disobedient boy in school. 

4. Write tlie comparative and. the superlative degree 
of each of these adjectives. Use each in a sentence:— 

1. happy 4. smooth 7. easy 10. valuable 13. hard 

2. wise 5. polite 8. late 11. obedient 14. soft 

3. ugly 6. careful 9. near 12. fertile 15. loud 



GRAMMAR AND COMPOSITION 503 

Composition 

872. Adjectives that denote one, as this, that, one, 
first, each, any, are used with nouns in the singular 
number: — 

this chico that boy the first lesson each bird 

Adjectives that denote more than one, as these, 
those, two, all, five, both, some, few, many, are used 
with plural nouns : — 

these chicos those boys two eyes some fruits 

Write sentences, using these ivords : — 

1. an 3. every 5. last 7. each 9. both 

2. all 4. four 6. first 8. another 10. these 

873. Either and neither refer to one of two persons 
or things : — 

(Review Sections 327 and 816.) 

Neither Juan nor his brother would tell. 
He had no money in either hand. 

Write ten sentences, using either and neither. 

874. Adjectives should be placed near the words 
that they modify. 

Correct these sentences : — 

1. I ate a fried dish of chicken. 

2. He shot a wild pair of deer. 

3. He told the happy story of a life. 

(Review Section 653.) 



504 ADVANCED ENGLISH 

875. When several adjectives modify the same 
noun, the adjective modifying the noun most closely 
in sense is put nearest the noun. 

He sold an old white chair. 

We erected a new, costly, marble statue. 

Copy these sentences, writing an adjective in place of 
each blank: — 

1 mangoes were lying on the 

ground. 

2. I had dog. 

3. He was man. 

4 house stood here. 

5 soldier was killed. 

876. Copy these sentences, writing an adjective in 
place of each blank. Tell the degree of tlie adjective used. 
Tell why you use this degree. 

1. Iron is the metal. 

2. Steel is than iron, but not so .... as 

diamond. 

3. No other metal is so .... as iron. 

4. Brazil is the .... country in South America. 

5. Hemp is the product of the Philippines. 

6. May6n is one of the mountains in the 

world. 

877. Write sentences, using Uiese words : — 

1. better 4. so fertile as 7. more difficult 

2. older 5. as wide as 8. most important 

3. heavier 6. more useful 9. more comfortable 

878. Write about Japan and the PJiilippines. 






GRAMMAR AND COMPOSITION 505 

1. Compare the countries as to position, climate, prod- 
ucts, people, occupations, education. 

2. In what are the Philippines superior to Japan? In 
what is Japan superior ? 

3. Should or should not the Philippines ever become a 

part of Japan ? Why or why not ? 

Tell the adjectives, the hind and degree of each, that 
you l%ave used in your sentences. 

879. A, an and the. 

Explain the difference in meaning between these 
phrases and sentences: — 

1. Give me a pen. Give me one pen. 

2. A black and white cat. A black and a white cat. 

3. Bring me the candle. Bring me that candle. 

4. He opened a window. He opened the window. 

5. There were few friends with him. 
There were a few friends with him. 

6. Mr. Alba called to see you. 

A Mr. Alba called to see you. 

(Review Sections 491, 497 and 498.) 

Write sentences, using : — 

1. a 3. the 5. few 7. little 

2. an 4. that 6. a few 8. a little 

880. Synonyms. Many adjectives have nearly 
similar meanings. To describe accurately, we must 
use adjectives in their exact meaning. When in 
doubt about the exact meaning of a word, use the 
dictionary. 

The following are some of the adjectives most 
commonly misused. 



506 



ADVANCED ENGLISH 



Use each adjective in a sentence in its exact mean- 
ing : — 

1. angry, mad 9. healthy, healthful 

2. both, each, every 10. human, humane 

3. average, ordinary 11. latest, last 

4. deathly, deadly 12. less, fewer 

5. decided, decisive 13. oral, verbal 

6. dumb, stupid 14. prominent, eminent 

7. fine, nice, splendid 15. noted, notorious 

8. funny, laughable, comical, odd 16. scared, afraid 

881. Formation of Adjectives. Many adjectives are 
formed from other words by the use of prefixes and 
suffixes. 

Tell from, what word each of these adjectives is derived. 
Use each adjective in a sentence. 

(See Sections 987 and 988.) 



habitable 
movable 



able, meaning capable of being, doing. 
punishable deplorable 



variable 



reinetable 



crditable 
passable 



medical 
visual 



al, meaning of, pertaining to. 
economical practical 



gradual 



official 



marginal 
facial 



golden 



en, meaning belonging, relating to. 
flaxen brazen 



wooden 





era, meaning in, belonging to. 




northern 


southern eastern 


■western 




ful, meaning full of. 




hopeful 


fearful awful 


careful 


beautiful 


cheerful willful 


plentiful 


merciful 


sinful useful 


sorrowful 



GRAMMAR AND COMPOSITION 



507 





ile, meaning of, like, pertaining to. 




purile 


mobile volatile 


mercantile 


agile 


versatile docile 
some, meaning full of, making. 


juvenile 


troublesome 


lonesome gladsome 
ic, ical, meaning relating to. 


winsome 


historical 


oceanic heroic 


cubic 


poetical 


angelical despotic 


poetic 


hygenic 


political metallic 
ish, meaning like, pertaining to. 


periodical 


boyish 


slavish stylish 


brutish 


girlish 


bluish roguish 


selfish 


childish 


Spanish foolish 

like, meaning resembling. 


fiendish 


childlike 


ghostlike homelike 


warlike 


manlike 


womanlike apelike 

less, meaning without. 


lifelike 


useless 


helpless pitiless 


hopeless 


valueless 


painless careless 


noiseless 


childless 


profitless homeless 
ly, meaning like, with. 


breathless 


neighborly 


saintly nobly 


plainly 


cowardly 


sisterly costly 


brotherly . 


beastly 


motherly scholarly 
ous, meaning full of, having. 


friendly 


glorious 


piteous joyous 


envious 


mysterious 


curious wondrous 


industrious 


vigorous 


courageous capacious 


advantageous 



882. Descriptions of Processes. 

Sago is made from the pith of the sago palm, which 
;rows in the Philippines and other islands of the East 



508 ADVANCED ENGLISH 

Indies. In many of these islands it forms the chief 
article of food. When the sago palm first blooms, it is 
ten to fifteen years old, and twenty to sixty feet high. 

The sago is found in the form of a flour between the 
fibers of wood in the body of the stem. After blooming, 
some of this flour forms on the leaves, indicating that the 
tree is ripe. The stem is then cut down and split open 
lengthwise. The pith is dug out and beaten. It is then 
put into a trough, through which water flows, and rubbed 
with the hands, until the sago is separated from the woody 
fibers. The sago sinks to the bottom in small white 
grains. It is then dried and put into baskets made of 
palm leaves, or into bags, and is ready for use. 

1. Reproduce this description/. 

2. Write descriptions of three of tlie following: — 

1. The Threshing of Rice. 11. Making a Petate. 

2. The Making of Indigo. 

3. The Planting of Rice. 

4. The Making of Jars. 

5. The Setting of a Table. 

6. Harnessing a Horse. 

7. Building a Bamboo 

House. 

8. Making a Nipa Roof. 

9. Shoeing a Horse. 
10. Weaving Hats. 



ADJECTIVE REVIEW 

1. Descriptive, 207, 482, 862. 
I. Classes Proper, 482, 863. 

Limiting-. 4x>. 188, 491. 



12. 


Driving a Carabao. 


13. 


Paddling a Banca. 


14. 


Making a Rice Paddy 


15. 


Making a Cake. 


16. 


Making Chocolate 




Candy. 


17. 


Stripping Hemp. 


18. 


Making Sugar. 


19. 


Making a Dress. 


20. 


Ironing a Coat. 



GRAMMAR AND COMPOSITION 



509 



II. Uses 



III. Comparison 



IV. Composition 



V. Adjective phrases 



VI. Adjective clauses, 



1. Modifying nouns, 23, 27. 

2. Modifying pronouns, 27. 

3. Attribute complement, 26, 97, 193. 

4. Objective complement, 206. 

5. Special uses, 37, 316, 484, 522-526. 

1. Positive degree, 503. 

2. Comparative degree, 504. 

3. Superlative degree, 508. 

1. Position, 78, 653. 

2. Expansion, 478, 654, 656 

3. Opposites, 492. 

4. Synonyms, 880. 

5. Derivation, 163, 164, 881. 

1. Prepositional, 74, 523, 649. 

2. Infinitive, 524, 650. 
[3. Participial, 470, 525. 

134, 526, 652. 



THE VERB 

883. A Verb is a word used to state, to ask or to com- 
mand something. 

(Review Sections 31, 331 and 332.) 

The Classes of Vekbs 

884. Verbs are divided into two classes according 
to — 1. Their form as regular and irregular. 

2. Their use as transitive and intransitive 



REGULAR AND IRREGULAR VERBS 

885. A Regular Verb is a verb that forms its past tense 
and perfect participle by adding d or ed to the simple form 
of the present tense. 

(Review Sections 378, 379 and 380.) 



510 ADVANCED ENGLISH 

Write the principal parts of ten regular verbs. 

886. An Irregular Verb is a verb that does not form its past 
tense and perfect participle by adding d or ed to the simple 
form of the present tense. 

887. Study the list of irregular verbs given in Section 

984. 

TRANSITIVE VERBS 

888. A Transitive Verb is a verb that expresses an action 
which is received, by some person or thing. 

(Review Sections 303 and 400.) 

When the subject of a transitive verb names the 
actor, the verb is in the Active Voice : — 
Jose bought a horse. 

When the subject names the receiver of the action, 
the verb is in the Passive Voice : — 

The horse was bought b>/ Jose. 

In the second sentence, what change is made in the 
verb ? 

This change in the use and form of a transitive 
verb is called Voice. 

Voice is the change in the use and form of a transitive 
verb to show whether the subject names the actor or the 
receiver of the action. 

Write tliese sentences, changing the verbs to tlie passive 
voice: — 

1. Robert has broken his top. 

2. The Americans destroyed the Spanish fleet. 

3. The hunters catch deer in nets. 



GRAMMAR AND COMPOSITION 511 

4. Juan Luna painted the picture called " The Blood 

Compact." 

5. The boys speak English and Spanish. 

Write five sentences containing verbs in the -passive voice. 
Rewrite these sentences, changing the verbs to the active 
voice. 

Composition 

889. Synonyms. Among the verbs there are many 
synonyms. Since the meaning of the sentence depends 
upon the verb used, it is very important that the verb 
express exactly the meaning desired. 

With the aid of your dictionary, learn the exact mean- 
ings of tltese verbs. Then use each verb correctly in a 
sentence so as to illustrate its meaning- 

1. accept, receive 

2. admire, wonder 

3. affect, assume, pretend 

4. allow, grant, bestow 

5. avow, own, confess 17. recede, retire, with- 

6. begin, commence, start 

7. ask, demand 

8. carry, bring, fetch 

9. declare, assert, state 

10. effect, accomplish, per- 21. show, exhibit, display 

form 22. stay, remain 

11. expect, await 23. think, believe 

12. give, grant 24. wander, err, stray 

890. Verbs derived from Other Words. A large num- 
ber of verbs are formed by the use of prefixes and 
suffixes. 

(See Sections 986, 987 and 988 for other words.) 



13. 


let, lease 


14. 


loan, lend 


15. 


mend, repair 


16. 


propose, purpose 


17. 


recede, retire, 




draw 


18. 


recline, rest 


19. 


recount, relate 


20. 


seek, search 



512 



ADVANCED ENGLISH 



Study these words : — 

ad, meaning to or toward. 



adjoin 


adjudge 


admit 


administer 




con, meaning with 


together, against. 




confederate 


conform 


confuse 


consolidate 




dis, meaning not, away, apart. 




disable 


disappear 


disarm 


discredit 


disagree 


disappoint 


disbelieve 


disembark 


disallow 


disapprove 


discourage 


disengage 


disentangle 


disgrace 


disinherit 


dislodge 


disfigure 


dishonor 


dislike 


dismast 


dismount 


disown 


displace 


dispossess 




de, meaning do 


on, from, away. 




debase 


deface 


demoralize 


depress 


decamp 


default 


dethrone 


depopulate 


decapitate 


defraud 


describe 


depart 


decry 


degrade 


deform 


derange 




em, en, meaning in, into. 




employ 


embody 


embitter 


enlarge 


embank 


embolden 


empower 


entangle 


embed 


embroider 


embroil 


entreat 


ennoble 


encircle 


encounter 


endanger 


encamp 


entwine 


encourage 


endear 


enfeeble 


enforce 


engulf 


enjoy 


enlighten 


enrich 


enroll 


enliven 




im, in, meaning 


in, within, into. 




imprison 


infold 


ingraft 


insnare 


indebt 


inform 


ingulf 


intomb 


indispose 


infuriate 


inlay 


intrench 


insure 


intrust 


• intone 


inclose 




inter, meaning 


among, between. 




interlace 


interlay 


interlock 


intermix 


intertwine 


interlink 


intermeddle 


interview 



GRAMMAR AND COMPOSITION 



513 







pre, meaning before. 




preconceive 




predispose 


prejudge 


prefix 




re. 


, meaning back, < 


•xgainst, again. 




reassert 




reclaim 


recommend 


reconstruct 


rebuild 




recollect 


reconquer 


recount 


recharge 




recommence 


reconsider 


redoubt 


reenforce 




reestablish 


reform 


reenter 


refresh 




regain 


reinsure 


reissue 


rejoin 




remodel 


resound 


remove 


renew 




replace 


represent 


reprove 


research 




reunite 


review 


return 




sub, 


meaning under. 


, beneath, below. 




subdivide 




subjoin 


submerge 


subserve 




super 


, meaning above 


, over, more than. 




superadd 




super 


impose 


superintend 




trans, meaning oyer, 


beyond, through. 




transact 




transplant 


transcribe 


transform 


transfix 




tranship 


transmigrate 


transfigure 



simplify 



realize 
fertilize 



fy, meaning to make. 
rarefy pacify justify 

ise, ize, meaning to make, to do. 
visualize penalize 



economize 



polarize 



mistify 



scandalize 
individualize 



891. Letter Writing. 

Write a letter to a friend, describing Lumbering in 
the Philippines. Tell: — 

1. Location and areas of forests. 

2. The kinds of forest trees. For what the wood of 
each is useful. 

3. How the trees are cut, prepared for hauling, con- 
veyed to the seashore, shipped to their destination. 



GIBBS' ADV. ENG. 



:V.) 



514 ADVANCED ENGLISH 

4. How the logs are sawed into lumber, by hand and 
in mills. 

5. Conditions unfavorable to lumbering. How these 
could be improved. 

892. Copy the following. — 
1. Letter of Application. 

San Fernando, 

Pampanga, P. I., 

January 4, 1909. 
Hernando Gonzales & Co., 
Manila, P.I. 

Dear Sirs : — 

Having read in a newspaper that you want a clerk, 
I desire to apply for the position. 

I am a graduate of the primary and intermediate schools 
in this town and also of the Pampanga High School, where 
I completed a commercial course. Since my graduation 
two years ago, I have been employed as clerk by Mr. 
Pablo Dison, a well-known merchant here. 

I am eighteen years old and in excellent health. I am 
prepared to conduct business correspondence in English, 
Spanish, Tagalog and Pampango, or to interpret in these 
languages. 

I inclose letters of recommendation from the principal 
of the High School and the Division Superintendent. I 
shall be pleased to have you consult Mr. Dison concerning 
me. 

Awaiting your consideration, I am, 

Yours respectfully, 

Joaquin Valderas. 



GRAMMAR AND COMPOSITION 515 

2. Reply. 

Manila, P.I., 

January, 6, 1909. 
Mr. Joaquin Valderas, 
San Fernando, 

Parapanga, P.I. 
Dear Sir : — 

We are in receipt of your letter of January 4th, apply- 
ing for a clerkship with us. 

We are pleased with your record and references, and 
desire a personal interview with you. We wish you would 
call at our office on Friday, January 8th, at 11: 80 a.m. 
Very truly, 

Hernando Gonzales. 

3. The president of }^our town desires a secretary 
who can write and speak English well. 

Write a letter of application for the position, stating : — 

(1) What the position is for which you apply. 

(2) Your education and other qualifications for the 

position. 

(3) Your age and health. 

(4) Inclose letters of recommendation and give as 

references the names and addresses of respon- 
sible and influential persons with or for whom 
you have worked. 

4. Write replies to your letter: — 

(1) Appointing you to the position, stating salary and 

date of beginning of service. 

(2) Stating that the position was rilled before your 

letter arrived. 



516 ADVANCED ENGLISH 

5. Write a letter, applying to your division superinten- 
dent of scJwols for an appointment to a position as teacher. 

6. A wealthy farmer wishes to secure a young man, 
who speaks and writes English well, to act as super- 
intendent of his farm. 

Write a letter, applying for the position. 

7. A young woman who is a graduate of an inter- 
mediate school, and understands cooking and the care 
of a house, is wanted to act as housekeeper. 

Write a letter, applying for the position. 

8. A widow, having two daughters, wishes to secure 
a young woman who knows English and Spanish to 
instruct them in these languages and live in her home. 

Write a letter, applying for the position. 

Composition 
893. Description — Persons. 
1. Make an outline of this description of Washington. 

Washington 
In his person, Washington was six feet high, and rather 
slender. His limbs were long ; his hands were uncom- 
monly large, his chest broad and full, his head was exactly 
round, and the hair brown in manhood, but gray at fifty; 
his forehead rather low and retreating, the nose large and 
massy, the mouth wide and firm, the chin square and 
heavy, the cheeks full and ruddy in early life. His eyes 
were blue and handsome, but not quick or nervous. He 
required spectacles to read with at fifty. He was one of 



GRAMMAR AND COMPOSITION 517 

the best riders in the United States, but, like some other 
good riders, awkward and shambling in his walk. He 
was stately in his bearing, reserved, distant and ap- 
parently haughty. 

Shy among women, he was not a great talker in any 
company, but a careful observer and listener. He sel- 
dom smiled. He did not laugh with his face, but in 
his body, and, while calm above, below the diaphragm his 
laughter was copious and earnest. Like many grave 
persons, he was fond of jokes, and loved humorous stories. 
He was not critical about his food, but fond of tea. He 
hated drunkenness, gaming and tobacco. He had a hearty 
love of farming and of private life. 

There was nothing of the politician in him, and no 
particle of cunning. He was one of the most industrious 
of men. 

It has been said that Washington was not a great 
soldier; but certainly he created an army out of the 
roughest materials, out-generaled all that Britain could 
send against him, and in the midst of poverty and distress, 
organized victory. He was not brilliant and rapid. He 
was slow, defensive, victorious. 

2. Make a list of the adjectives with the nouns they 
modify, used in this description of Washington, 

Use each of these adjectives in sentences of your own. 

3. Reproduce the description from memory with the 
aid of your outline. 

4. Write a description of the president of your town 
or of the governor of your province. 

5. Make a list of the adjectives used in the follow- 
ing description with the nouns that they modify: — 



518 ADVANCED ENGLISH 

Ichabod Crane 

The cognomen of Ichabod Crane was not inapplicable 
to his person. He was tall, but exceedingly lank, with 
narrow shoulders, long arms and legs, hands that dangled 
a mile out of his sleeves, feet that might have served for 
shovels, and his whole frame most loosely hung together. 
His head was small and flat at the top, with huge ears, 
large green glassy eyes, and a long snipe nose, so that it 
looked like a weathercock perched upon his spindle neck, 
to tell which way the wind blew. To see him striding 
along the profile of a hill on a windy day, with his clothes 
bagging and fluttering about him, one might have mistaken 
him for the genius of famine descending upon the earth, 
or some scarecrow eloped from a cornfield. 

In this description, to what are Ichabod's feet com- 
pared ? His nose ? His head ? His appearance 
when walking ? Try to draw a picture of Ichabod 
according to each description. In what has the 
writer exaggerated ? Why ? 

G. Write a description of some peculiar person wJiom 
you have seen. Make the description amusing or laugh- 
able. 

894. It is easy to recognize a person, but difficult 
to describe a person so that others also will recognize 
him. He should be distinguished from others by men- 
tioning the things that are peculiar to him. 

In describing a person, the following outline will 
aid to secure a more exact picture : — 

I. Figure. General appearance, — tall, short, stout, 



GRAMMAR AND COMPOSITION 519 

slender, round, round-shouldered, hunch-backed, graceful, 
awkward, well-developed, etc. 

II. Features. 1. Face — color, broad, round, full, 

agreeable, smooth, bearded, freckled, intelligent 
attractive. 

2. Eyes — bright, large, small, color, sharp, dull, 

twinkling, piercing, etc. 

3. Ears — large, small, protruding. 

4. Hair — color, straight, curly, frizzled, kinky, oiled, 

well-brushed, etc. 

III. Clothing — plain, neat, scanty, rugged, soiled, 
stylish, elaborate, well-fitting, costly, etc. 

IV. Manners — Peculiarities of appearance, action and 
speech. 

V. Character — Peculiarities, disposition, habits, in- 
telligence, source of reputation. 

Manners and characteristics may be — gracious, genial, 
cordial, agreeable, approachable, affable, kind, attractive, 
considerate, congenial, helpful, tender, sympathetic, diffi- 
dent, bashful, forward, bold, insolent, haughty, overbear- 
ing, affectionate, merciful, charitable, unselfish, conceited, 
forbidding, angry, selfish, generous, truthful, sincere, 
frank, ugly, cross. 

395. Write descriptions of one or more of tlie follow- 
ing : — 

1. Yourself. 7. A Japanese. 

2. The oldest person whom ' 8. A giant. 

you have seen. 9. Your superintendent. 

3. A beggar. 10. A police. 

4. A Chinaman. 11. A man riding a horse. 

5. A Hindu. 12. A woman going to 

6. A baby. church. 



520 ADVANCED ENGLISH 

896. Write a composition, describing .— 

1. The Hindus. 2. The Americans. 

Person and Number 

(Review Sections 366-371.) 

897. A verb should be in the same person and num- 
ber as its subject. 

Excepting the verb be, verbs change their form 
only in the third person, singular, in the present and 
present perfect tenses : — 

Present Tense Present Perfect Tense 

He walks and runs He has ivalked and has run. 

She sews and sings She has sewed and has sung. 

A verb in the present tense, having a subject in the third 
person, singular number, ends in * : — 

He walks, rides, plays, writes, swims and works. 

A verb in the present perfect tense, having a subject in the 
third person, singular number, has the auxiliary verb has; — 

He has walked, has played, has ridden, has written, has 

worked. 

Write sentences, using each of these verbs in the third 
person, singular number, first intlve present tense and tlien 
in the present perfect tense. 

1. pay 3. find 5. play 7. learn 9. tell 

2. lose 4. sing 6. go 8. see 10. sold 

898. A verb having two or more subjects connected 
by and is used in the plural form. 

(Review Section 373.) 



GRAMMAR AND COMPOSITION 521 

899. When each, every or no is used to modify 
two or more singular subjects connected by mid, the 
verb is in the singular form : — 

Every day and every hour is valuable. 
Each book and each paper was in its place. 
No food and no ivater was to be found. 

900. Copy these sentences, ivriting in place of each 
blank one of the verbs in the parentheses. Give reasons 
for your choice of verb. 

1. The books .... (is, are) on the floor. 

2. Books .... (is, are) a noun, but see and hear .... 

(is, are) verbs. 

3. Each of the vowels .... (has, have) several sounds. 

4. Martin, where .... (was, were) you yesterday ? 

5. There .... (is, are) Sotero, and there .... (is, are) 

his friends. 

6. One of the houses which .... (was, were) recently 

built .... (has, have) fallen down. 

7. The black and white horse .... (was, were) sold. 

8. Each boy and each girl .... (has, have) a flag. 

V. When a verb has two or more singular subjects 
connected by or, neither — nor, either — or, the verb 
should be in the singular form. 

(Review Section 373 ; also Sections 816, 873.) 

901. Write sentences, using these groups of words as 

subjects : — 

1. Juan and Leon. 3. Either you or I. 

2. Either Juan or Leon. 4. Neither father nor I. 



522 ADVANCED ENGLISH 

5. Studying at school and working at home. 

6. Neither rice nor sugar cane. 

7. Neither the soldiers nor their officers. 

8. Father and I. 

902. When the singular subjects connected by or 
or nor represent different persons or numbers, the 
verb usually agrees with the nearest subject : — 

He or you are — . She or you are — . 

You or he is — . You or she is — . 

Neither captain nor sailors were — . 

Neither sailors nor captain was — . 

903. Two or more singular subjects connected by 
and also, and too, and not, hut not, if not or as ivell as, 
require a verb in the singular number : — ■ 

Leon, and Anda also, goes. Leon, as well as Anda, goes. 
Leon, and Marta too, goes. Leon, if not Anda* goes. 

Leon, and not Marta, goes. Leon, but not Anda, goes. 

904. A singular nominative, followed by luith and 
an object in the plural number, should have a verb in 
the singular : — 

The house with all my belongings was — . 
The country with all its people was — . 
The basket with all its contents was — . 

905. Sometimes two or more nouns connected by 
and are used to express one idea and take a verb in 
the singular number : — 

Mice and milk is good food. 

Meat and potatoes is my favorite dish. 



GRAMMAR AND COMPOSITION 523 

906. Copy these sentences, ivriting a verb in place of 
each blank. Tell tJie person and number of each verb you 
use. 

1. My father and I . . . . going to the city. 

2. Neither he nor I . . . . going to stay long. 

3. My brother, as well as my sister, to 

Hongkong. 

4. He there before, but she never .... 

5. A number of boys .... absent this morning. 

6. There .... several reasons for their absence. 

7. Anda ....,...., and . . . ., but you .... and 

8. Only bread and water .... his food. 

9. There .... the boys, and there .... Leona. 

10. He ... . like it and I . . . . care. 

11. My arithmetic, but not my history, .... soiled. 

12. Neither the pupils nor the teacher .... afraid. 
13 all the boys in school to-day ? 

14 each boy in his seat when the bell rang ? 

15 any of the girls late ? 

16. A new class of girls .... formed to-day. 

17. There was .... data on which we can depend. 

18. The memoranda .... destroyed. 

19. A black and white horse .... killed. 

20. Neither of the letters .... received. 

21. Crackers and cheese with coffee .... a good lunch- 

eon. 

22. My horse, as well as my carabao, .... stolen. 

23. My brother and I . . . . going. 

24. Neither her needle nor her scissors .... found. 

25. Both his coat and his trousers .... soiled. 

26. His coat, but not his trousers, .... soiled. 



524 ADVANCED ENGLISH 

Composition 

907. Comparisons. In writing descriptions, it is 
often a help to compare or contrast the person or 
thing with some other — showing how they agree or 
differ. 

1. Write sentences comparing these objects as to (a), 
Form, (b) Parts or Structure, and (c) Use : — 

1. A clock and a watch. 4. A stove and a jar. 

2. A pin and a needle. 5. A spoon and a fork. 

3. A pin and a pencil. 6. A cup and a glass. 

2. Compare these as to (a) Appearance, (b) Qualities 

and (c) Use ; — 

1. Cotton and silk. 4. Leather and rubber. 

2. Pina and jusi. 5. Cogon and bamboo. 

3. Camote and taro. 6. Milk and water. 

3. Compare these as to (a) Size, (b) Parts and (c) 
Habits: — 

1. A dragon fly and 4. An ant and a fly. 

a butterfly. 5. A butterfly and a moth. 

2. A frog and a toad. 6. A turtle and a lizard. 

3. A vaca and a carabao. 7. A crab and a fish. 

4. Compare these as to (a) Likeness and (b) Differ- 
ences : — 

1. The schoolhouse and 4. Wet season and dry 

the church. season. 

2. A river and a lake. 5. Negritos and Igorots. 

3. The sun and the moon. 6. Spaniards and Filipinos. 



GRAMMAR AND COMPOSITION 525 

Mode 

908. Mode is the form or use of a verb showing the man- 
ner in which the thought is expressed. 

There are three modes : Indicative Mode, Imperative Mode, 
and Subjunctive Mode. 

909. The Indicative Mode is that form of the verb used 
to — 

1. State a fact : — It is raining. 

2. Ask a question : — Is it raining? 

3. State a condition or a supposition as a fact : — 

If it rains, we shall not go out. 

(Review Sections 408-412.) 

Write five sentences, each containing a verb in the 
indicative mode. 

910. The Imperative Mode is that form of the verb by 
which it expresses a command or a request : — 

Be industrious. Work, and then play. 

(Review Section 417.) 

Write five sentences, each containing a verb in the 
imperative mode. 

911. The Subjunctive Mode is that form or use of the 
verb by which it expresses a supposition or a condition that 
is not really true. 

The subjunctive expresses — 

1. A wish : — i" wish I were he. 

2. A condition merely as a supposition or some- 
thing not really true : — 



526 ADVANCED ENGLISH 

If it were raining, I would not go. 

Had Leonardo been successful, he would now be happy. 

If he had followed my advice, he would now be rich. 

If the condition stated in the clause is thought of 
as being true, the verb is in the indicative mode : — 

If the earth is round, we can sail around it. 

Write five sentences, each containing a verb in the sub- 
junctive mode. 

Composition 
912. Clearness. The meaning of every sentence 
that we speak or write should be easily understood. 
The sentence should say exactly what it is meant to 
say. It should express the thought clearly. 

Study these rules for securing clearness of thought 

in sentences and compositions: — 

1. Never use a word whose meaning you do not know. 

2. Get each thought clear in your mind before you try 
to write it. 

3. Know and understand your subject before you try 
to tell it, or to describe or to explain it to others. 

4. Choose carefully between two words of similar 
meaning to secure the one which represents the idea you 
wish to express. 

(Review Sections 752, 880 and 889.) 

5. Place adverbs near the words that they modify. 

(Review Section (170.) 
f>. Place adjective and adverbial phrases and clauses 
where there will be no question as to the word that 
they modify. 

(Review Sections f>53 and 670.) 



GRAMMAR AND COMPOSITION 527 

7. Use pronouns so that there will be no doubt as to 
their antecedents. 

(Review Sections 258, 815 and 816.) 

913. Unity. Each composition should have but one 
subject. All the paragraphs and all the sentences 
in each paragraph should refer to this subject. Each 
sentence should contain only those ideas that belong 
together. This quality of sentences, paragraphs and 
compositions is called Unity. 

Learn these rules for securing unity; — 

1. Make an outline of the composition, writing down 
the topics and the subtopics of each paragraph. 

(Review Sections 233 and 643.) 

2. See that all the topics in the outline refer to the 
subject of the composition. 

3. Each paragraph should develop only one topic. All 
sentences in this paragraph should refer to this topic. 

(Review Section 209 and 682.) 

4. Each sentence should express only one thought or 
only related thoughts. 

5. Use short complex and compound sentences. 

914. Strength. A sentence may be correct. It 
may express only one thought, and yet not be inter- 
esting or express the thought with force. Such a 
sentence lacks strength. 

To secure strength in compositions : — 

1. Avoid the use of words that repeat the same idea. 

2. Use only those words necessary to express the 
thought clearly. 



528 ADVANCED ENGLISH 

3. Frequently make use of the inverted order in the 
sentence. 

(Review Sections 611, 613, 025, 626 and 671.) 

4. Use short sentences. 

5. Use the direct discourse. 

6. Close sentences with the most important words. 

915. Copy the following outline of a composition on 
ii The Chinese in the Philippines," and write in the sub- 
topics in their proper place and order: — 

1. Early trade with the Philippines. 

2. Attempt of Limahong to capture Manila. 

3. Chinese labor and traders living in Manila and the 

provinces. 

4. The first massacre of the Chinese, 1603. 

5. Restriction of immigration and trade. 

6. Uprising of the Chinese in 1639. 

7. The present condition of the Chinese and of Chinese 

immigration. 

Write the composition. 

Test your composition according to the rules for se- 
curing clearness, unity and strength . 

Tell the mode, person and number of each verb. 



Composition 

916. Exposition. Besides describing things or writ- 
ing stories about them, we may explain them. Every 
day we are asked to explain something, the meaning 
of some word or sentence, what something is for, how 
or why something is done. What we say or write 



GRAMMAR AND COMPOSITION 



529 



for the purpose of explaining to others is called 
Exposition. 

1. Write the names or titles of several things or topics 
that you have recently been ashed to explain. 

2. A definition is a kind of explanation by the use 
of synonyms. 

Write definitions of: — 

1. noun 6. salt 11. planet 

2. participle 7. governor 12. irrigation 

3. peninsula 8. citizen 13. threshing 

4. river 9. agriculture 14. palay 

5. paragraph 10. insect 15. molasses 

3. Copy this exposition: — 



How to Make a Smudge Fire. 

A smudge is a thick, heavy smoke. The way in which 
to make a fire produce a smudge is this: Begin with a 
little low fire. Let it burn brightly, and form a good bed 
of coals. 

Then gather a supply of stuff that will suppress the 
fire but not smother it. Half-decayed wood, or the bark 
of dead trees, with some partly dried grass, is good material 
for a smudge. Pile it over the coals and partly burned 
materials. Fan it with your hat, or kneel down and blow 
it. In a few minutes you will have a smoke that will 
make your eyes burn and your neighbors sneeze. 

4. Make a smudge according to these directions, 
write an explanation telling exactly how you did it, 
or tell how to build a fire. 

GIBBS 1 ADV. KNG. 34 



530 ADVANCED ENGLISH 

5. Study these rules for writing an Exposition : — 

1. Be clear and exact in all your statements. If your 
explanations are not clear, they will not explain. 

2. Understand the subject thoroughly yourself before 
trying to explain it to others. You should know the 
details as well as the general things connected with the 
subject. 

3. Use simple words and short sentences. 

4. Adapt the explanation to the person to whom you 
are explaining. We do not explain to children in the 
same way as to adults. 

5. Be sure to give definitions of the terms you use. 
(In the above exposition, the writer has defined "smudge." 
Why? Find this word in your dictionary.) Tell what 
words are to mean as you use them. 

6. Arrange the topics in your exposition in the order 
of their dependence. Start with the things on which the 
other topics depend. (In the above exposition, state the 
topics in their order. Could you arrange them in a better 
way?) 

917. Write an exposition of three of these subjects : — 

(Review Section 541.) 



1. 


How to Patch a Dress. 


8. 


How to Make a Shoe. 


2. 


How to Mend a Shoe. 


9. 


How to Make a Coat. 


3. 


How to Shoe a Horse. 


10. 


How to Kill Mosqui- 


4. 


How to Plant Camotes. 




toes. 


5. 


How to Catch Frogs. 


11. 


How to Improve the 


6. 


How to Set a Bird 




Rice Crop. 




Trap. 


12. 


How to Train a Horse. 


7. 


How to Make a Blow- 


13. 


How Coal is Mined. 




gun. 


14. 


How Fish are liaised. 



GRAMMAR AND COMPOSITION 531 

15. How Silk is Obtained. 18. How to Catch Crabs. 

16. How Food is Digested. 19. How to Make a Ham- 

17. The Course of the mock. 

Blood. 20. How to Make Vinegar. 

918. We may explain a subject by giving examples. 
The examples should be true illustrations of the thing 
to be explained. 

(Review Sections 685, 686 and 688.) 

1. Make an outline of this exposition: — 

Each species of animal occupies a certain territory 
which is called its area of distribution. Of all animals, 
birds are the most widely distributed. The fishhawk and 
barn owl range over nearly the whole world. Crows, 
swallows, doves, grouse, hawks, owls, snipe, herons, ducks, 
petrels and pelicans occur in all parts of the world. 
Humming birds range from Cape Horn to Alaska, and 
from the sea level to the snow line. 

Among mammals, the only family with great powers of 
flight, the bats have as wide a distribution as the birds. 
Many similar cases are found among butterflies and 
beetles. The Bengal tiger ranges from the hot, damp 
jungles of southern India over the loftiest mountains on 
the globe to the dry steppes of Siberia, yet he has 
never been able to cross the forty miles of water between 
India and Ceylon. 

Equally remarkable examples are found of species that 
are restricted to a single small area. The gorilla is con- 
fined to the equatorial forests of west Africa, the aye-aye 
to Madagascar, and a peculiar lizard to one or two small 
islands off the coast of New Zealand. One species of 



532 ADVANCED ENGLISH 

humming bird has been found only in the crater of Chim- 
borazo, and a certain species of fish in a single small lake 
in Scotland. In the Hawaiian Islands each valley, often 
each side of a valley, and sometimes each ridge and peak, 
has its own peculiar species of snails. Fresh-water fishes 
and land snails generally have the smallest range. 

2. Make a similar outline, giving examples to explain 
these topics;— 

1. The Philippines produce many valuable fibers. 

2. Several valuable dyes are secured from plants grow- 
ing in the Philippines. 

3. The infinitive phrase has several uses. 

4. The harbor of Mariveles has been the scene of a 
number of battles. 

5. The Spaniards made several attempts to stop Moro 
piracy. 

6. The continual use of tobacco has several evil effects. 

7. Perseverance has often brought success. 

8. Perfumes are made from some of our flowers. 



Tense 

919. Tense is the form of a verb that denotes the time 
of the action or event. 

(Review Sections 336-338 and 347-350.) 

Write each of tJiese sentences in all tlie tenses in tJie 
indicative mode: — 

(See Section 351.) 

1. I have a pen. 3. The boy sees a deer. 

2. They are going home. 4. She loves her mother. 



GRAMMAR AND COMPOSITION 533 

Write these sentences in all the tenses of the subjunc- 
tive mode : — 

1. I may go. 2. He can write. 

Conjugation 

920. The orderly arrangement of a verb, so as to 
show all its forms in modes, tenses, persons and 
numbers, is called a Conjugation of the verb. 

Copy and learn this conjugation of the verb be : — 

Present Past Past Part, 

Principal parts : am was been 

Indicative Mode 
Present Tense Past Tense 

singular plural singular plural 

1. lam 1. We are. 1. I was. 1. We were. 

2. You are. 2. You are. 2. You were. 2. You were. 

3. He is. 3. They are. 3. He was. 3. They were. 

Present Perfect Tense 
singular plural 

1. I have been. 1. We have been. 

2. You have been. 2. You have been. 

3. He has been. 3. They have been. 

Past Perfect Tense 

1. I had been. 1. We had been. 

2. You had been. 2. You had been. 

3. He had been. 3. They had been. 

Future Tense 

1. I shall be. 1. We shall be. 

2. You will be. 2. You will be. 

3. He will be. 3. They will be. 



534 ADVANCED ENGLISH 

Future Perfect Tense 
singular plural 

1. I shall have been. 1. We shall have been. 

2. You will have been. 2. You will have been. 

3. He will have been. 3. They will have been. 

Subjunctive Mode 
(Generally after if, though, etc. : If I be, If you be.) 
Present Tense Past Tense 

singular plural singular plural 

1. I be. 1. We be. 1. I were. 1. We were. 

2. You be. 2. You be. 2. You were. 2. You were. 

3. He be. 3. They be. 3. He were. 3. They were. 

Present Perfect Tense 
singular plural 

1. I have been. 1. We have been. 

2. You have been. 2. You have been. 

3. He has been. 3. They have been. 

Past Perfect Tense 
(The same as in the indicative mode.) 

Future Tense 

1. I should be. 1. We should be. 

2. You would be 2. You would be. 

3. He would be. 3. They would be. 

Future Perfect Tense 

1. I should have been. 1. We should have been. 

2. You would have been. 2. You would have been. 

3. He would have been. 3. They would have been. 





Imperative Mode 




Present Tense 


you). 


2. Be (you). 




Infinitives 


Present 


Perfect Tense 


To be. 


To have been. 



GRAMMAR AND COMPOSITION 



535 



Being. 



Participles 




Pa si- 


Perfect 


Been. 


Having been. 



921. Copy and learn this conjugation of the transitive 
verb see in the active and passive voice: — 







Present 


Past Past Part. 


UN 


CIPAL PARTS : 


Indicative Mode 

Present Tense 
Active Voice 


saw seen 




SINGULAR 




PLURAL 


1. 


I see. 


1. 


We see. 


2. 


You see. 


2. 


You see. 


3. 


He sees. 


3. 

Passive Voice 


They see. 


1. 


I am seen. 


1. 


We are seen. 


2. 


You are seen. 


■ 2. 


You are seen. 


3. 


He is seen. 


3. 

• 

Past Tense 
Active Voice 


They are seen. 


1. 


I saw. 


1. 


We saw. 


2. 


You saw. 


2. 


You saw. 


3. 


He saw. 


3. 

Passive Voice 


They saw. 


1. 


I was seen. 


1. 


We were seen. 


2. 


You were seen. 


2. 


You were seen. 


3. 


He was seen. 


3. 

Future Tense 
Active Voice 


They were seen. 


1. 


I shall see. 


1. 


We shall see. 


2. 


You will see. 


2. 


You will see. 


3. 


He will see. 


3. 


They will see. 



536 ADVANCED ENGLISH 







Passive Voice 


1. 

2. 

3. 


I shall be seen. 
You will be seen. 
He will be seen. 


1. We shall be seen. 

2. You will be seen. 

3. They will be seen. 



Present Perfect Tense 
Active Voice 

1. I have seen. 1. We have seen. 

2. You have seen. 2. You have seen. 

3. He has seen. ■ 3. They have seen. 

Passive Voice 

1. I have been seen. 1. We have been seen. 

2. You have been seen. 2. You have been seen. 

3. He has been seen. 3. They have been seen. 

Past Perfect Tense 

Active Voice 

1. I had seen. 1. We had seen. 

2. You had seen. 2. You had seen. 

3. He had seen. 3. They had seen. 

Passive Voice 

1. I had been seen. 1. We had been seen. 

2. You had been seen. 2. You had been seen. 

3. He had been seen. 3. They had been seen. 

Future Perfect Tense 
Active Voice 

1. I shall have seen. 1. We shall have seen. 

2. You will have seen. 2. You will have seen. 

3. He will have seen. 3. They will have seen. 

Passive Voice 

1. I shall have been seen. 1. We shall have been seen. 

2. You will have been seen. 2. You will have been seen. 

3. He will have been seen. 3. They will have been Been, 



GRAMMAR AND COMPOSITION 



537 



SINGULAR 

1. I see. 

2. You see. 

3. He sees. 



1. I be seen. 

2. You be seen. 

3. He be seen. 



Subjunctive Mode 

Present Tense 
Active Voice 



PLURAL 

1. We see. 

2. You see. 

3. They see. 



Passive Voice 



1. We be seen. 

2. You be seen. 

3. They be seen. 



1. I saw. 

2. You saw. 

3. He saw. 

1. I were seen. 

2. You were seen. 

3. He were seen. 



Past Tense 
Active Voice 



Passive Voice 



1. We saw. 

2. You saw. 

3. They saw. 

1. We were seen. 

2. You were seen. 

3. They were seen. 



Present Perfect Tense 

Active Voice 

I, you, he have seen. We, you, they have seen. 

Passive Voice 
I, you, he have been seen. We, you they have been s 



2. See (you). 
2. Be (you) s 



Present Tense: 
Pres. Perf. Tense; 



Imperative Mode 

Present Tense 

Active Voice 

2. See (you). 

Passive Voice 

2. Be (you) seen. 



Infinitives 
Active Voice 
To see. 
To have see: 



Passive Voice 
To be seen. 
To have been seen. 



538 ADVANCED ENGLISH 





Participles 






Active Voice 


Passive Voice 


Present Tense: 


Seeing. 


Being seen. 


Past Tense: 





Seen 


Perfect Tense : 


Having seen 


Having been seen. 



922. Give the conjugation of the verb talk in the active 
voice. 

923. Write the verb hear in third person, singular 
number, in all the modes and tenses. 

924. Give the verb break in the active voice, in the 
first person, plural number, in all the modes aitd tenses. 

925. Give the verb write in the passive voice, in the 
third person, plural number, in all tJie modes and tenses. 

926. Write sentences containing verbs as follows : — 

1. tell, in the third person, singular number, past tense, 

and indicative mode. 

2. run, in the second person, plural number, future 

tense, and indicative mode. 

3. be, in the third person, plural number, past tense, 

and subjunctive mode. 

4. go, in the second person, singular number, present 

sense, and imperative mode. 

5. find, in the third person, singular number, present 

perfect tense, and subjunctive mode. 

927. Parse each of tlis verbs in these sentences : — 

1. Give me the erect and manly foe, 
That I may return blow for blow. 

2. If your father comes, let me know. 

3. I wish I were wealthy. 

4. He hoped that she would sing. 

5. You should have learned the poem yesterday. 



GRAMMAR AND COMPOSITION 539 

6. The poor man has had much trouble. 

7. She might have been singing, but I did not hear 

her. 

8. By to-morrow we shall have finished this work. 

9. We should have finished it two days ago, if some 

of our men had not been sick. 

10. I shall be glad to be promoted to the high school. 

11. If I were going to America, I should go by way 

of Suez. 

Composition 

928. The Present Tense is used to express — 

1. Actions taking place at the present time : — 

Jam reading. She is writing. 

2. What is always or habitually true : — 
The sun rises and sets. 

Magellan's voyage aided to prove that the earth is round. 
He walks to school every morning. 

3. What is to take place in the future : — 
Leon goes to the city to-morrow. 

4. In describing past or future events as taking 
place at the present time : — 

It is dark. The fleet passes the dreaded forts on Corre- 
gidor. They move silently and steadily toward Cavite. 
Suddenly there is a quivering shock. A great column of 
water leaps into the air. The mines are there, but the ships 
go on. Closer they come until the distance is about five 
thousand yards. Then Commander Dewey says, "If you 
are ready, Gridley, you may fire.'" 

5. Give a reason for the use of the present tense in each 
of these sentences : — 



540 ADVANCED ENGLISH 

1. Where did you say Mayon volcano is ? 

2. Our teacher instructs us in the English language 

and we speak it every day. 

3. We have a long vacation in the hot season. 

4. The wind stirs the trees. 

5. Brooks arms and equips a steam yacht, and vows 

that he will destroy Malay piracy. 

929. The tense of the verb in the subordinate clause 
should generally be the same as that of the principal 
clause. It changes with the tense of the principal 
clause : — 

J know he is well. 

/knew he was well. 

I have written hurriedly so that I may get home early. 

/had written hurriedly so that /might get home early. 

The verbs of the subordinate and principal clauses 
may sometimes be in different tenses : — 

/think he is well. /thought he would be well. 

I think he was well. I thought he was well. 

I think he has been well. I thought he had been well. 

She will be late if she does not hurry. 

She would have been late, if she had not hurried. 

The verbs should be in the tenses which best ex- 
press the thought. 

Write ten complex sentences, using these verbs in the 
principal clauses : — 



1. 

2. 


is studying 
was found 




6. 

7. 


has been seen 
would have sold 


8. 
4. 
5. 


secured 
had captured 
might have failed 


8. 

9. 

10. 


may have been riding 
were repelled 
attacked 



GRAMMAR AND COMPOSITION 541 

930. Write the sentences in the description of a market 
in Section 807, changing the principal verbs to the past 
tense. 

931. Copy this conversation, changing the principal 
verbs to the present tense. 

Charles II and William Penn 

King Charles. The Indians of North America treated 
many of our subjects barbarously. 

Penn. That they treated these people badly is no 
proof of entire lack of moral sense. Thy subjects were 
the aggressors. When thy subjects first went to North 
America, they found these poor people the fondest and 
kindest creatures in the world. Every day they watched 
for them to come ashore. They hastened to meet them. 
They feasted them on the best fish, venison and corn. 
They gave them the best they had. In return for this 
hospitality of the savages, as we call them, thy subjects 
seized their country and rich hunting grounds for them- 
selves. Was it strange that, burning with revenge and 
driven to despair, these injured and ignorant people com- 
mitted some dreadful deeds ? 

Reivrite, changing the principal verbs to the present- 
perfect tense. 

932. Exposition. In the following paragraphs, the 
subtopics give the effects of the fact stated in the 
topic sentence. 

1. Make an outline of this paragraph : — 
Heated air expands. Hence, hot air is lighter than 
cold air. The air in the torrid zones is lighter than the 
air in the frigid zones, and it rises to give place to the 



542 ADVANCED ENGLISH 

cooler air from the northern latitudes. These differences 
in the air cause winds. The cool winds, blowing toward 
the equator, form the trade winds. At the heat equator 
they rise and return towards the cooler part of the earth. 
Thus are caused the great wind belts of the world, while 
differences in the temperature of the air on land and sea, 
or of mountain and valley, cause local winds and breezes. 

2. Write outlines of expositions, stating the effects of 
the following causes : — 

1. The earth rotates on its axis. 

2. The earth revolves about the sun. 

3. Mountains hinder the passage of the rain clouds. 

933. Write short expositions, giving reasons for the 

following statements : — 

(Review Sections 682 and fi85.) 

1. Twice during the year the sun at noon is exactly 

overhead. 

2 . The monsoons change their direction. 

3. The people must pay taxes. 

4. Every voter should have an education. 

5. Exercise is necessary to good health. 

6. Food should be well chewed. 

7. In 1872 there was an important outbreak known as 

the Cavite Revolt. 

8. Dewey easily defeated the Spanish fleet. 

934. Proverbs briefly and forcibly express some 
well-known truth. For this reason they should be 
remembered and understood. 

Learn these proverbs. Tell in your own words what 
each means: — 



GRAMMAR AND COMPOSITION 543 

1. A rolling stone gathers no moss. 

2. Haste makes waste. 

3. Birds of a feather flock together. 

4. Little strokes fell great oaks. 

5. You cannot eat your cake and have it too. 

6. Too many cooks spoil the broth. 

7. A work well begun is half done. 

8. Diligence is the mother of good luck. 

9. One to-day is worth two to-morrows. 

10. A small leak will sink a great ship. 

11. Half a loaf is better than no bread. 

12. Lazy people take the most pains. 

13. A shoemaker should stick to his last. 

14. A cat in gloves catches no mice. 

15. It is hard for an empty sack to stand upright. 

935. Figures of Speech. 

Read these sentences : — 

1. The children are singing. 

2. The little stream went singing along. 

3. The mango is an excellent fruit. 

4. The mango is the queen of fruits. 

In which of these sentences is singing used in its 
ordinary meaning? How is singing used in the 
second sentence ? In which sentence is the mango 
spoken of in the ordinary way? How is it spoken of 
in the fourth sentence ? What is a queen f What is 
the meaning of queen in this sentence ? 

5. He is like a parrot. 

6. The flower hung its head. 

7. The leaves clapped their hands. 



544 ADVANCED ENGLISH 

Iii these sentences, what words might be used in 
ordinary speech instead of parrot, head and clapped 
their hands ? 

Words and phrases are often used out of their ordi- 
nary meaning to add beauty and strength to sentences. 
Words used in this way are called Figures of Speech. 

A Figure of Speech is a deviation from the plain, 
ordinary method of expression. The figures of speech 
most commonly used are the Simile, Metaphor, Me- 
tonymy, Synecdoche, Personification and Hyperbole. 

936. A Simile is a direct comparison between two 
objects of different kinds. 

(Review Section 504.) 

Pedro is as slender as Martin is not a simile, but 
Pedro is as slender as a bamboo is a simile. 
Sis muscles are as hard as iron. 
His eyes were as large as moons. 
He went like the wind. 

In each of these sentences, what is compared ? 
How do they resemble each other? What words 
introduce the simile ? 

Like and as are generally used to introduce a 
simile. So, just as, similar to and other forms are 
sometimes used. 

1. Study these sentences. Tell what is compared, and 
how they resemble each other. 

1. The child is like a fresh young flower. 

2. He roared like a lion. 

3. His face was as round as the full moon. 



GRAMMAR AND COMPOSITION 545 

4. He works like a horse. 

5. Great men stand above others like solitary towers. 

6. Her voice was sweet and low like the gentle sea 

breeze. 

7. Be not like dumb driven cattle. 

8. Their lives go quickly, steadily on like great rivers. 

2. In your readers or otJier boohs find five similes. 

3. Write five sentences containing similes. 

937. A Metaphor is an implied or suggested com- 
parison between two objects of different kinds. The 
name of some action or object is used for the name 
of another that resembles it. A simile says that two 
objects are alike; a metaphor says that the one is the 
other: — 

Simile. The child is like a young plant. 
Metaphor. The child is a young plant. 
Simile. His muscles were like iron bands. 
Metaphor. His muscles were iron bands. 

1. Study these sentences. Tell what things are com- 
pared, and how they resemble each other. 

1. The jar boils. 

2. Our to-days and yesterdays 

Are the blocks with which we build. 

3. The lion is the king of the forest. 

4. Education is the foundation of a republic. 

5. The kingfisher carries the sky on his back. 

6. Necessity is the mother of invention. 

7. Spare moments are the gold-dust of time. 

8. Aloft on sky and mountain wall 
Are God's great pictures hung. 

GIBBS' ADV. ENG. 35 



546 ADVANCED ENGLISH 

9. Kindness is a golden chain b} r which society is 
bound together. 

2. Write tl%e above sentences, changing the metaphors 
to similes, and rewrite, changing the similes to ordinary 
language. 

3. Write metaphors, comparin — 

1. Country to a mother. 3. Truth to light. 

2. Moonlight to silver. 4. Education to a lamp. 

938. A Metonymy is a figure in which one word is 
used for another closely associated with it in meaning : — 

The pen is mightier than the sword. 
Are you fond of reading Shakespeare ? 

A Synecdoche is a figure in which the name of 
a part is used to represent the whole, or the name of 
the whole is used to represent a part: — 

Fifty sail (ships) came into the harbor. 
The captain (his hair) was gray. 

A Synecdoche is a form of Metonymy. 

1. Study these sentences. Tell the synecdoches. Tell 
why each is a synecdoclie. In ivhich sentences is a me- 
tonymy used ? Why is it metonymy ? 

1. He has tea at six o'clock. 

2. This farmer employs one hundred hands during the 

rice harvest. 

3. The soldier raised his glittering steel. 

4. She gave her hand and heart to him. 

5. She sets a good table. 

939. Personification is a figure in which inanimate 
objects and abstract qualities are spoken of as living 
things : — 



GRAMMAR AND COMPOSITION 547 

The hungry flames. The winds howled. 

The whistling wind. The stars sang and the sea. 

In these groups of words, flames and wind are per- 
sonified by attributing to them the qualities of living 
things. Winds and stars are personified by represent- 
ing them as performing the actions of living things. 

(Review Section 765.) 

1. Tell the personifications in these sentences. Tell 
what is personified and how it is personified. 

1. Frowning walls of rock looked down upon us. 

2. My years are few, but they have taught many use- 

ful lessons. 

3. Pride goeth forth on horseback, grand and gay, 
But cometh back on foot, and begs its way. 

4. The Sun came up upon the left, 

Out of the sea came he ; 
And he shone bright, and in the right 
Went down into the sea. 

2. Write sentences, speaking of the following things 
as if they were living: — 

1. wind 3. the sun 5. flowers 7. the palm 

2. brook 4. the moon 6. bamboos 8. the sea 

940. A Hyperbole is an exaggeration to increase the 
vividness of an expression : — 

The racers were swifter than eagles. 
The man was stronger than a carabao. 

What are the hyperboles in Exercise 5, Section 893 ? 



548 ADVANCED ENGLISH 

Tell the hyperboles in tJiese sentences: — 

1. The waves were mountains high. 

2. Rivers of tears flowed from his eyes. 

3. I've looked all over creation for you. 

941 . Write the following sentences, changing each to 
ordinary language. 

1. The future is a sealed book. 

2. Eighty years had whitened his head. 

3. He wore a diamond as large as an egg. 

4. He rode a wheel. 

5. Thirty head of carabaos were in the field. 

6. The pen is mightier than the sword. 

7. My uncle is a member of the bar. 

8. Do not listen to the voice of temptation. 

9. Truth will conquer ; injustice will die. 

The Infinitive 

(Review Sections 456, 457 and 459.) 

942. The infinitive has two tenses : — 

1. Present Infinitive, to go, to see, to hear, to feel, 
to tell, to fold, to read, to jump. 

2. Present Perfect Infinitive, to have gone, to have 
seen, to have felt, to have told, to have found, to have 
read. 

943. The infinitive may have the active or the 
passive form. Only transitive verbs have the passive 
form of the infinitive. 

Active 
Present : I wish to write a letter. 
Present Progressive: I expect to be writing my essay. 



GRAMMAR AND COMPOSITION 549 



Present Perfect: I ought to have written it 
Present Perfect Progressive : I ought to have been 
writing this morning instead of playing. 

Passive 
Present : The essay is to be written by me. 
Present Perfect : It ought to have been written yester- 
day. 

944. The Present Infinitive should be used to make 
known an action occurring after or at the same time 
as that expressed by the verb : — 

The new moon ought to appear to-night. 

The father desired to see his son. 

He should not have tried to cross the river. 

Write sentences, using these infinitives: — 

1. to travel 4. to be seen 7. to be made 

2. to be reading 5. to speak 8. to be going 

3. to try 6. to tell 9. to find 

945. The Present Perfect Infinitive should be used 
to make known an action completed before that ex- 
pressed by the verb : — 

The composition ought to have been written yesterday. 
The steamer ought to have arrived last night. 
He appears to have lost his way. 

Write sentences, using these infinitives: — 

1. to have gone 4. to be trying 

2. to have written 5. to have been working 

3. to have told 6. to have learned 



550 ADVANCED ENGLISH 

946. Copy these sentences, writing an infinitive phrase 
in place of each blank. Tell why you use the present or 
the present perfect infinitive. 

1. She asked him .... 

2. He should have tried .... 

3. The boy expects . . . to-morrow. 

4. The pupil ought .... 

5. The old man seems .... 

6. He should have told her how .... 

The Participle 

947. A Participle is a form of the verb used as a 
verb and a noun, or as a verb and an adjective : — 

Paddling a banca is good exercise. 

Leon, having learned his lessons, went out to play ball. 

Did you hear the little girl singing on her way? 

(Review Sections 128 aud 469.) 

948 . Write sentences, using participles as : — 

1. subjects 3. object complements 

2. adjective modifiers 4. absolute phrases 

5. objects of a preposition 

949. Write sentences, using these words as : — 

1. nouns 2. adjectives 3. participles 

studying trying writing 

950 . Tell the use of tlve participles in these sentences : — 

1. Hark ! the rattling roll of the musketeers, 
And the ruffled drums and the rallying cheers. 

2. How pleasant the life of a bird must be, 
Skimming about on the breezy sea, 



GRAMMAR AND COMPOSITION 



551 



Cresting the billows like silvery foam, 
Then wheeling away to its cliff-built home ! 



VERB REVIEW 

1. Predicate, 55, 59, 61, 69, 107. 



I. Uses 



II. Classes 



III. Voice 



IV. Mode 



V. Tense 



VI. Number 



VII. Person 



VIII. 

IX. 

X. 

XI. 

XII. 



2. Infinitives, 125-127, 456-466, 924-946. 

3. Participles, 128-130, 469-479, 947-950. 

1. Regular, 378, 383, 384, 885. 

2. Irregular, 378, 380-383, 385, 886, 984. 

3. Transitive, 393, 400, 888. 

4. Intransitive, 393. 

5. Auxiliary, 332, 333. 

1. Active, 400, 8S8, 921. 

2. Passive, 400-402, 888, 921. 

1. Indicative, 409-412, 909. 921. 

2. Subjunctive, 419-424, 911, 921. 

3. Imperative, 417, 910, 921. 

rl. Present, 336, 928. 

2. Past, 337. 

3. Future, 338. 

4. Present Perfect, 348. 

5. Past Perfect, 349. 

6. Future Perfect, 350. 

1. Singular, 180. 

2. Plural, 180-187, 773-784. 

1. First, 366, 371. 

2. Second, 366, 371. 

3. Third, 366, 368, 369, 370. 
[4. Agreement, 371. 

Participles, 128-130, 469-479, 947-950. 

Infinitives, 125-127, 456-466, 924-946. 

Synonyms, 889. 

Derivations, 164, 890, 986, 987, 988. 

Position, 621-626. 



552 ADVANCED ENGLISH 

Composition 

951. Elliptical Sentences. Often in speaking and 
writing, parts of sentences unnecessary to express 
the meaning are omitted. These omissions may be 
made only when the mind of the reader or hearer 
easily supplies the omitted words. Such sentences 
are called Elliptical Sentences. 

Elliptical sentences are formed by the omission 
of — 

1. A noun modified by a noun in the possessive 
case : — 

This book is Leon's (book). 

(Review Section 804.) 

Make ten sentences illustrating this case. 

2. The subject of a verb in the imperative mode : — 
(You) Write five sentences in the imperative mode. 

(Review Sections 61 and 417.) 

3. The participle in the absolute construction : — 
His money (being) spent, he was obliged to ivalk home. 

4. A relative pronoun used as the object of a verb 
or preposition : — 

You are the man (whom) I want to see. 
This is the house (that) I live in. 

5. The phrase consisting of a relative pronoun and 
a preposition, as, on which, by which, from which: — 

He left the day (on which) I wrote to you. 
This is the way (in which) I write. 



GRAMMAR AND COMPOSITION 553 

6. A personal or demonstrative pronoun used as 
the antecedent of a relative pronoun : — 

I shall help (Jiim or her) whom I please. 

(He) Who is insincere can have hut few friends. 

7. A subject pronoun : — 

(T) Thank you. 

8. An infinitive : — 

Iiuill help whom I please (to help). 
You may stay if you wish (to stay) . 

9. A predicate verb : — 

Why (is) this noise (made) ? 

Do you promise f I do ( promise). 

10. The verb in one of the principal clauses in a 
compound sentence : — 

The boy is not brilliant, but (he is) industrious. The 
Christians worship Christ, the Mohammedans (worship) 
Mohammed, and the Buddhists (ivorship) Buddha. 

11. The subject or the predicate in an adverbial 
clause introduced by than, so ... as, or as .. . as : — 

You are not so tall as I (am tall). 

(Review Section 574.) 

He is ten pounds heavier than (he was heavy) a year ago. 

12. That, introducing a clause : — 

(Review Section 859.) 

He says (that) he will come. 
The truth is (that) I am tired. 

13. A preposition : — 



554 ADVANCED ENGLISH 

He left this morning. I gave (to) her a fan. 

(Review Sections 237 and 238.) 

Study these sentences. Tell what words are omitted. 
Write the completed sentences. 

1. I walk when I can. 

2. She is seventeen. 

3. He is as strong as ever. 

4. Love your neighbor as yourself. 

5. It is half past ten. 

6. Are you deaf ? If not, answer me. 

7. If I can help you, I will. 

8. The news is important if true. 

9. She is more generous than prudent. 

10. She has never been on a steamship, but I have. 

11. Sixto was at the window, David at the door and 

Carlos on the stairs. 

12. Who steals my purse steals trash. 

13. The woman loves her pet as much as her child. 

14. I always treat him as a friend. 

15. He entered, hat in hand, and sat down. 

16. Come what may, I will not submit. 

17. He was very sick when here. 

18. A boy I know studies in the agricultural school. 

19. Who did it ? Not I, but he. 

ARGUMENT 

952. Argument. In argument we try to prove that 
something is true. If a person does not understand 
what we mean, we must explain ; this is Exposition. 
If, after he does understand, he does not believe, then 
we must prove to him the truth of our statements ; 
this is Argument. 



GRAMMAR AND COMPOSITION 555 

An argument should begin with an explanation of 
the meaning of the subject to be discussed. Then 
should follow the reasons or proofs, and finally the 
conclusion. 

953. The Proposition, or the topic to be argued, may 
be stated — 

1. As a declarative sentence : — 

The tides are caused by the moon. 

2. As a question : — 

Are the tides caused by the moon? 

3. As a resolution : — 

Resolved, that the tides are caused by the moon. 

State each of the following propositions in three ways, 
both negatively and affirmatively: — 

1. Every boy should learn a trade. 

2. Every girl should be taught cooking and sewing. 

3. Every town and barrio should have an artesian well. 

4. Every child between seven and sixteen years of age 

should be required to attend school. 

5. Every school should have a school garden. 

6. Grammar is more useful than geography. 

954. State of each propositiojv given in Section 953 
whether you believe it true or untrue. Tell why you so 
believe it. 

955. Methods of Argument. An argument always 
presupposes two sides — a negative and an affirmative. 
• 1. We may convince another by stating the advan- 



556 ADVANCED ENGLISH 

tages and the disadvantages of a proposition. Remem- 
ber that because you think something to be an ad- 
vantage or a disadvantage does not prove that it is 
so. The purpose is not to state your opinion, but to 
convince your hearers or readers. 

Write paragraphs, stating the advantages and disad- 
vantages of each of tJie following propositions. State tJie 
advantages to a classmate and have him state the dis- 
advantages. 

1. There should be no school in the afternoon. 

2. The afternoon session should begin at three o'clock. 

3. The morning session should begin at seven o'clock. 

4. Every pupil should be required to buy his books. 

5. There should be no recess during the morning session. 

6. All houses should have stone foundations. 

7. The threshing of rice should be done by machinery. 

2. We may give instances or cases to prove that a 
proposition is true. 

One example is not enough to cause belief. Be- 
cause one of your friends is dishonest, not all are dis- 
honest. Because a person wearing a charm escaped 
danger, not all persons wearing charms could so 
escape. The argument will be weak or worthless, if 
we form a conclusion from too few examples. 

Write a paragraph, showing that each of the following 
is true by giving a, number of examples in which the 
proposition was or is true: — 

1. The use of artesian wells in a town reduces the 
number of deaths. (Show that this has been 
true in a number of towns.) 



GRAMMAR AND COMPOSITION 557 

2. The drinking of unboiled water has often caused 

the spread of cholera. 

3. Examinations develop dishonesty. 

4. Chewing betel nut causes the teeth to decay. 

5. Constant smoking of cigarettes is injurious. 

3. By giving reasons, we may succeed in convinc- 
ing a person of the truth of a proposition. One good 
reason is worth more than many weak ones. Several 
good reasons should be given. 

Write paragraphs, stating reasons for the following 
propositions : — 

1. I wish to go to college. 

2. Every town should have a building for a market. 

3. Every school should have a large playground. 

4. Every town should have good roads. 

5. Agriculture should be taught in every intermediate 

school. 

4. By giving the causes and effects, we may prove 
a proposition. 

Write paragraphs, showing the truth of these proposi- 
tions : — 

1. The inclination of the earth's axis causes the 

changes of the season. 

2. The earth is round. 

3. The fire was not caused by lightning. 

4. A typhoon is approaching. 

5. The raising of sugar is not profitable. 

5. By using the testimony of others, we may show 

a proposition to be true. The facts presented may 
be those of experience, the testimony of eye-witnesses 



558 ADVANCED ENGLISH 

or the opinion of experts. We must distinguish be- 
tween what the witness actually saw and what he 
thinks that lie saw. Several persons may see the 
same thing and yet each tell a different story as true. 
6. By showing how the proposition is right or 
wrong, and by appealing to the feelings of our hearers, 
we may persuade them to believe it. 

Write paragrajjhs, arguing for tlie following proposi- 
tions, using two or more of tJie above methods: — 

1. Every large town should have a hospital. 

2. Provision should be made for the care of the blind. 

3. Every town should have a public graveyard. 

4. It is never right to lie. 

5. It is wrong to enslave for debt. 

6. Each person has a right to his own religious beliefs. 

7. Cockfighting should be abolished. 

956. Arrangement. The arrangement of an argu- 
ment is very important. Following the explanation, 
all the facts should be so arranged as to lead the reader 
or hearer to believe the proposition. A single false 
argument may prejudice the mind of the hearer. 
Your opponent will use this weakness to show that 
your other arguments also are weak and false. 

Argue by using examples, by giving reasons, causes, 
effects, opinions of experts, testimony of others and 
facts of experience, by showing that the proposition is 
right or wrong and by appealing to the feelings. 

In planning an argument, you should think also of 
the arguments that may be used against your propo- 



GRAMMAR AND COMPOSITION 559 

sition, and give reasons to show that they are un- 
true. This is called refutation. 

I. Copy the following outline: — 

Proposition : — The schools should have one long session 
instead of two short sessions. 

Introduction 

I. The schools have always had two sessions. The 

hours are .... 

II. Many pupils and parents favor the change to one 

long session. 

Argument 

A single session from 7.00 to 11.30, instead of a 
short morning and a short afternoon session, for : — 

I. The school can accomplish more by having a long 
session ; for 

1. The pupil may give his whole attention to 

school work. 

2. There is less waste of time in getting to work 

and overcoming distractions, in beginning 
and ending sessions. 

II. (Refutation.) It is not true that such a session is 

too long for the pupils ; for 

1. Most pupils are capable of studying for four 

or five hours. 

2. This long session is sufficiently broken to pre- 

vent fatigue, by 

(a) Change of subjects. 

(b) Passing of pupils from room to room. 



560 ADVANCED ENGLISH 

(c) By study periods. 

(d) By gymnastic drill. 
(<?) By a recess. 

3. Many boys and girls work in the fields and 

in shops daily for a much longer period. 

4. This plan has been in use in other places and 

found to produce no evil effects. 

III. The long session is better for the pupil ; for 

1. It places most of the work in the morning when 

he is better able to do it. 

2. It gives the pupil time for continuous study in 

the afternoon. 

3. It allows the pupil ample time for exercise and 

athletics. 

4. It does not require the pupil to be exposed so 

long to the midday sun. 

5. It gives ample time for a siesta. 

6. It is a better preparation for business ; for 
(a) It requires longer hours for work. 

(5) It better develops the self-activity of the 
pupil. 

IV. The long session is more convenient to both pupils 

and parents ; for 

1. Pupils are required to walk to school only 

once a day. 

2. Pupils at a distance are not required to hurry 

or to cany lunches or to eat them in un- 
comfortable places. 

3. They also avoid the heat and danger of the 

early afternoon sun. 



GRAMMAR AND COMPOSITION 561 

Conclusion 

Therefore, since a single long session allows the pupil 
to accomplish more because his time is unbroken, since it 
divides the day more conveniently for him, is better for 
his health, and gives proper time for rest and exercise, 
the schools should have one session instead of two. 

2. Write out an argument according to the above 
plan. 

3. Copy the following outline of the negative argu- 
ment. 

Proposition : — The schools should not have one long 
session instead of two short ones. 

Introduction 

(As in the above outline for the affirmative.) 

Argument 

The school should not have a single session from 
7.00 to 11.30, instead of a morning and an afternoon 
session, for : — 

I. The session of four and a half hours is too long 
for most boys and girls ; for 

1. The mind becomes too tired before the end of 

the session. 

2. Pupils need frequent opportunities for exer- 

cise. 

II. (Refutation.) The statement that more work can 
be accomplished in the long session is a mis- 
take ; for 

GIBBS' ADV. ENG. 36 



502 ADVANCED ENGLISH 

1. In two short sessions the minds of the children 

are fresher. 

2. Work can be done more rapidly when the 

minds are fresh. 

3. Things learned when the minds are fresh are 

longer remembered. 

III. (Refutation.) The assertion that the single ses- 

sion is better for the pupil has little value ; 
for 

1. The two sessions give the pupil sufficient time 

for exercise, games and rest. 

2. This plan allows him to reach home before the 

hot part of the day rather than at midday. 

3. It gives ample time for a siesta before the 

afternoon session. 

4. It gives sufficient time for home lessons. 

5. It prevents many pupils from carelessly wast- 

ing their time in the afternoon. 

6. This plan is better also for the health of the 

pupils ; for 

(a) It prevents overwork. 
(J) It gives sufficient change. 

IV. The plan of two sessions fits the pupil better for 

life ; for 

1. It leads the pupils to regard the school work 

as a most important daily duty. 

2. They will in after life have to divide their day 

according to a similar plan. 

Conclusion 
Therefore, since two sessions are better fitted to the 
health of growing boys and girls than one session, since 



GRAMMAR AND COMPOSITION 563 

more work can be accomplished with less fatigue, and since 
this plan better fits the pupils for life, the schools should 
not have one session instead of two sessions. 

Write the argument according to this outline. 

957. Write outlines for arguments on one of the fol- 
lowing propositions. Take either tJie affirmative or the 
negative proposition. 

1. Monthly examinations should be abolished. 

2. Every child should be required to study English. 

3. Every man who is twenty-one years of age should 

be allowed to vote. 

958. Write the arguments that you would use: — 

1. To gain the permission of your parents to allow you 

to go to college. 

2. To urge a friend to give up gambling. 

3. To induce a beggar to live a more useful life. 

4. To urge a person not to attend the cockfights. 

5. To persuade children not to be cruel to animals. 



THE ADVERB 

959. An Adverb is a word used to modify the meaning of 
a verb, an adjective or an adverb. 

(Review Sections 43, 44, 46, 533, 535 and 538.) 

1. Write twenty words that are used as adverbs. 

2. Write five sentences, using adverbs to modify verbs. 

3. Write five sentences, using adverbs to modify ad- 
jectives. 

4. Write five sentences, using adverbs to modify ad- 
verbs. 



564 ADVANCED ENGLISH 

What adverbs are used to ask questions ? 

5. Write sentences, using these adverbs to ask ques- 
tions : — 

1. how 2. when 3. where 4. whither 

960. The adverbs there and here are often used to 
place the subject after the verb : — 

There is your book. Here is my watch. 

Write sentences, using these words : — 

1. there is 3. there are 5. here is 7. here are 

2. there was 4. there were 6. here was 8. here were 

961. Adverbs are compared like adjectives. 

(Review Sections 5CA and 5G5.) 
Write t7ie comparative and tlve superlative degree of 
each of these adverbs : — 

near early gracefully freely 

slowly quickly calmly kindly 

often easy much soon 

962. Sometimes two or more words are taken to- 
gether as one adverb : — 

one by one to and fro more and more 

Slowly one by one the boys left the room. 
The mast of the ship swung to and fro. 

963. The word the is sometimes used as an ad- 
verb : — 

The older the child, the more freedom it desires. 
The more he played, the louder the doy howled. 



GRAMMAR AND COMPOSITION 565 

964. Tell the adverbs in these sentences and what each 
modifies : — 

1. The holiday passed quickly away, and the boys 

walked slowly and thoughtfully homeward. 

2. We waited very patiently for an extremely slow 

train. 

3. There was a light green parrot sitting noisily on a 

bamboo. 

4. I have often seen him walking hastily down the 

street. 

5. His son will most certainly come early to-morrow. 

6. Henry is much older than Charles, but much smaller. 

7. Work hard, and don't make so much noise. 

8. Your work is often too carelessly done. 

9. This boy is thoroughly reliable. 

10. Always do what is right and never be discouraged. 

11. The slower the current, the deeper is the water. 

12. The stronger the wind, the faster the ship. 

965. Phrases and clauses may be used as adverbial 
modifiers. 

(Review Sections 79, 567, 568, 570, 664 and 670.) 

1 . Write sentences, using these prepositional phrases 
as adverbial modifiers: — 

1. In the morning. 4. During the night. 

2. To the city. 5. Over the ocean. 

3. Before school. 6. Down the river. 

2. Write sentences, using these infinitive phrases as 
adverbial modifiers : — 

(Review Section 568.) 

1. To buy a house. 3. To find his pencil. 

2. To catch a deer. 4. To study his lesson. 



f,l3lj ADVANCED ENGLISH 

3. Write sentences, using tJiese conjunctions to intro- 
duce adverbial clauses: — 

1. as soon as 4. because 7. when 10. until 

2. in order that 5. after 8. if 11. unless 

3. so that 6. while 9. after 12. than 

THE PREPOSITION 

966. A Preposition is a word used with a noun or a pro- 
noun to form a phrase, and to connect the phrase with some 
word that it modifies. 

(Review Sections 82 and 579.) 

967. Write sentences, losing the following words and 
groups of words as objects of prepositions : — 

1. him 4. whom 7. working hard 

2. us 5. which 8. studying diligently 

3. them 6. church 9. using good judgment 

968. Some words require special prepositions to be 
used after them. 

abhorrence for correspond to (a thing) 

accord with deliver from, out of, to (a person) 

acquit of deliver at (my house) 

adapted to or for differ from (in likeness) 

agree with (a person) differ with (in opinion) 

agree to (a statement) involve in 

confer on or upon (to give to) part from (a person) 

confer icith (to talk with) part with (a thing) 

confide in (to trust in) profit hij 

confide to (to intrust to) prohibit from 

congratulate on or upon reconcile to (a person) 
convenient to (a person or place) reconcile with (a statement) 

convenient for (a purpose) taste of (food) 

correspond ivith (a person) taste for (art or something desired) 
Wait on, upon, for, at 

Use each of the above groups of words in k sentence. 



GRAMMAR AND COMPOSITION 



567 



Composition 

969. The preposition is sometimes placed after its 
object : — 

What did you do that for ? Which box is the knife in ? 

It is generally considered better, however, not to 
end a sentence with a preposition. In sentences like 
the above, either use different words or place the 
preposition in its proper place. 

Why did you do that ? In which box is the hnife ? 

970. These phrases are used as single preposi- 
tions : — 

by means of instead of for the sake of 

by virtue of in view of in consideration of 

by help of in place of with respect to 

by force of 

in spite of 

in deference of 



with regard to 
in regard to 
according to 



out of 

on account of 

by way of 

Write sentences-, using the above prepositions. 

971. The following phrases are used with special 
meaning : — 

at last = finally 

at length = after a time 

at any rate = in any manner, by any means, in any case 

at the worst = at the most evil, severe or undesirable condi- 
tion 

at least = at the lowest degree, not to say more than is cer- 
tainly true 

at most = to the greatest extent, at the outside 



568 



ADVANCED ENGLISH 



at first = in the first place, at the beginning 

at random = without direction, in an aimless way 

Write sentences, using the above phrases. 

972. Some prepositions are used with verbs, adverl »s 
or conjunctions to form compound words : — 



withdraw overlook 
withstand oversee 
undergo overtake 
understand overflows 
underrate outgo 



outstay thereat 
outnumber thereby 
overrun therewith 
overstep therein 
overgrow whereat 



whereby 

wherewith 

whereupon 

therefrom 

thereon 



973. 

speech 

above 
after 



before 



below 



Some prepositions are used as other parts of 



but 



Prep. 

Adv. 

Adj. 

Prep. 

Adv. 

Adj. 

Conj. 

Prep. 

Adv. 

Conj. 

Prep. 

Adv. 

Noun. 

Prep. 

Adv. 

Conj. 



The flag floated above the schoolhouse. 

Remember the directions given above. 

Analyze the above sentence. 

We left after school. 

The boy came running after. 

The after effects were bad. 

The ship arrived after the storm had 



He spoke before the school. 

I never saw him before. 

The bell rang before we started. 

He stood on the steps below me. 

Come down. You are wanted below. 

He came up from below. 

Every one but Sixto was present. 

There were but few people there. 

He tried but failed. 



Pel. Pro. There is no man but must die. 



GRAMMAR AND COMPOSITION 569 

for Prep. He went for his book. 

Conj. He sold the horse for he needed the money, 

over Prep. The bird flew over thy house. 

Adv. He knocked a chair over, 

round Adj. The ball is round. 

Adv. The wheels go round. 

Prep. The children were running - round the tree. 

since Prep. He has not been here since Tuesday. 

Adv. No one has seen him since. 

Conj. I have not seen him since he was here. 



THE CONJUNCTION 

974. A Conjunction is a word used to connect words, 
phrases, clauses or sentences : — 

Many soldiers and officers were killed. 
He stood first on one foot and then on the other. 
You can win the prize if you try. 
Sixto succeeded, but his brother failed. 
(Review Sections 103 and 595.) 

975. Conjunctions are divided into two principal 
classes : Coordinate Conjunctions and Subordinate 
Conjunctions. 

A Coordinate Conjunction is used to connect words, phrases 
and clauses of equal rank. 

(Review Section 594.) 

A Subordinate Conjunction is used to connect a clause with 
the principal part of the sentence. 

What words are commonly used as coordinate con- 
junctions ? As subordinate conjunctions ? 

(Review Section 596.) 



570 ADVANCED ENGLISH 

Subordinate conjunctions, according to the uses of 
the clauses they introduce, are divided into the fol- 
lowing classes : — 

1. Time : after, as, before, ere, since, until, when, 

while, etc. 

2. Cause or Reason : as, because, since, whereas, etc. 

3. Condition : if, except, unless, provided, etc. 

4. Concession : though, although, notwithstanding, 

nevertheless, etc. 

5. Purpose : that, in order that, so that, provided 

that, etc. 

6. Comparison : as, as — as, so — as, than. 

7. Noun Clauses : that, whether. 

976. Some conjunctions are used in pairs. They 
are called Correlative Conjunctions. They are : both — 
and, either — or, neither — nor, whether — or, as — as, 
so — as, not only — but also. 

1. Usually the word (or words) after the first 
correlative should be of the same kind or use as 
that following the second : — 

1. He learned both his geography and his history, not He 

both learned his geography and his history. ( Why ? ) 

2. You may take either a book or a slate, not You may 

either take a book or a slate. ( IVJiy?) 

3. The pupils not only speak well but also read well, not 

The pupils speak not only well but also read well. 

2. As — as is used for equal comparison : — 

1. lam as tall as he. 

2. Mindanao is nearly as large as Luz6n. 






GRAMMAR AND COMPOSITION 571 

3. So — as is used for unequal comparison : — 

1. I am not so tall as he. 

2. The king is not so old as the queen. 

(Review Section 505.) 

Write sentences, using the correlative conjunctions. 

977. Tell the conjunctions in these sentences. Tell 
the hind of conjunction and wJiat each connects. 

1. The soldier was brave and modest. 

2. My brother and my sister have gone away. 

3. I looked for my pencil in my desk, on the floor 

and on the playground, but I could not find it. 

4. My sister is not in school to-day, nor will she come 

to-morrow. 

5. You will never succeed unless you are careful. 

6. We will go to school even if it is raining. 

7. I do not know whether he told the truth. 

8. It was so dark that I could not see the trees. 

9. If you will not work, you shall not eat. 

10. We gave the beggar not only food but also some 

clothes. 

11. We went early because we wished to see the 

parade. 

12. The parade was not so interesting as we expected. 

13. Do unto others as you would have them do unto 

you. 

DEBATE 

978. Debate. In a debate, two or more persons rep- 
resent the affirmative and negative sides of a question 
and give the argument and refutations on each side. 



572 ADVANCED ENGLISH 

In preparing an argument for debate, follow the 
plan outlined in Section 956. 

1. In writing your argument for a debate, remember 
that you must interest your audience. 

2. Study your sentences to secure variety. (See Sec- 
tions 615, 654 and 671.) 

3. Vary your arguments. Give illustrations. 

4. Every word and sentence should be clearly spoken 
and clear in thought. 

5. Do not interrupt another speaker. 

6. Read, learn and recite the orations of great men. 

7. Try to win the good-will of your audience. 

8. Close your arguments with a brief statement or 
summary of the arguments you have given. 

When each side is represented by two persons, each debater should 
take a certain number of the arguments for his side. The debate ifl 
opened by the first speaker on the affirmative side, who introduces and 
defines the question and presents his portion of the arguments. He is 
followed by the first speaker on the negative side, who defines the que* 
tion as he wishes to debate it, presents his portion of the arguments for 
his side, and refutes the arguments given by the previous speaker. He is 
followed by the second speaker on the affirmative, who completes the 
arguments and refutes the last speaker. The fourth speaker stales the 
arguments for the negative side. A speaker on each side may then he 
allowed to summarize the arguments and refutations on his side, the 
debate closing with the statement of the negative side. Each speech 
should not be longer than ten or fifteen minutes, and the closing speech 
not more than five minutes. 

1. Let the class choose sides on one of the propositions 
stated in, Section 953. Each, number of the class shall 
collect arguments for his side ami refutations of argu- 
ments for the other side. 

Form flic class info a debating society by electing a 
president a ml a, secretary. On a chosen dole debate the 



GRAMMAR AND COMPOSITION 573 

question, the teacher or the principal acting as a 
judge. 

2. Let four persons be chosen to debate the affirmative 
and negative sides of one of the questions given in Exer- 
cise 6, Section 955. 

3. Prepare the outlines of the arguments and then 
write the arguments for a public debate on one of these 
questions : — 

1. Resolved that cockfighting should be abolished. 

2. Resolved that every town should have good roads. 

3. Resolved that all children of school age should be 

compelled to attend school. 

4. Resolved that agriculture should be taught in every 

barrio school. 

5. Resolved that the land tax should be reestablished. 

979. Versification. 

1 . Mead this stanza of a poem slowly, pronouncing each 
syllable distinctly ; — 

The western waves of ebbing day 
Roll'd o'er the glen their level ray; 
Each purple peak, each flinty spire, 
Was bathed in floods of living fire. 
But not a setting beam could glow 
Within the dark ravines below, 
Where twined the path in shadow hid, 
Round many a rocky pyramid. 

Read the stanza again, beating with your finger on the 
desh with each accented or strong syllable ; thus : — 

.... west .... waves .... ebb .... day 
.... o'er .... glen .... lev .... ray; 
.... pur .... peak .... flin .... spire, 
.... bathed .... floods .... liv .... fire. 



574 ADVANCED ENGLISH 

Each line may be divided into parts called Feet, 
according to the accented syllables. 

But not | a sett \ ing beam \ could glow 
Within | the dark | ravines | below. 

Feet in poetry have different names according to 
the number of syllables, and the position of the long 
or accented syllables. 

2. Copy t7is above stanza, dividing each line into feet. 

How many syllables are in each foot ? In reading 
a line, which syllable is emphasized ? Which is the 
long or accented syllable ? 

When a foot consists of two syllables, the first 
short and the second long, it is called an Iambic foot. 
Poetry in which most of the feet are iambic is called 
Iambic Poetry. 

3. Copy these stanzas, dividing each line into feet:— 

What flower is this that greets the morn, 
Its hues from heaven so freshly born ? 
With burning star and flaming bud 
It kindles all the sunset land ; 
Oh, tell us what its name may be, — 
Is this the Flower of Liberty ? 

It is the banner of the free, 

The starry Flower of Liberty ! 

4. Find other poems containing iambic feet. 

5. Make a list of /cords that end the lines in the above 
stanzas. Tell which words sound alike. 



GRAMMAR AND COMPOSITION 575 

When lines of poetry end in words of similar sound, 
they are said to rhyme : — 

But not a setting beam could glow 
Within the dark ravines below. 

6. Write ivords that rhyme with these words: — 

brook brother tree maid 

time year ring dew 

spell sky men you 

980. Copy this stanza. Divide each line into feet. 

Do not look for wrong and evil — 
You will find them if you do ; 
As you measure for your neighbor, 
He will measure back to you. 

How many syllables are there in each foot ? 
Which of these is long or accented ? Mark the ac- 
cented syllables. 

Do not | look for \ ivrong and | evil. 

A foot in poetry, consisting of two syllables, the 
first long and the second short, is called a Trochaic 
foot. Poetry consisting mainly of trochaic feet is 
called Trochaic Poetry. 

1. Copy these stanzas, dividing each line into feet, and 
marhing the long syllables. 

Lives of great men all remind us 
We can make our lives sublime, 
And, departing, leave behind us 
Footprints on the sands of time: — 



576 ADVANCED ENGLISH 

Footprints, that perhaps another, 
Sailing o'er life's solemn main, 
A forlorn and shipwrecked brother, 
Seeing shall take heart again. 

2. Make a list of the rhyming words in the above 
stanzas of trochaic poetry- 

Write otJier words that rhyme with these words. 

3. Write stanzas of two or four lines, using some of 
these rhymes. 

981. Read this stanza. Tell the accented or long syl- 
lables, and the number of syllables in each foot. 

And there lay the steed with his nostril all wide, 
But through it there rolled not the breath of his pride ; 
And the foam of his gasping lay white on the turf, 
And cold as the spray of the rock-beating surf. 

In this stanza, most of the feet consist of three 
syllables. We may indicate the first line thus : — 

vy — I ^ w — I w w — |ww 

And there \ lay the steed \ with his nos | tril all wide. 

In the same way represent the other lines. 

Which feet of this stanza consist of only two sylla- 
bles ? What kind of feet are they ? 

A foot of poetry consisting of three syllables, the iirst 
two short and the last long, is called an Anapestic foot. 
Poetry consisting mostly of anapestic feet is called Ana- 
pestic Poetry. 

1. Copy the following stanzas. Divide each line into 
feet. Mark- the short and the long syllables. 



GRAMMAR AND COMPOSITION" 577 

1. Oh, list to the moments ! though little they seem, 
They are bearing your' bark on a swift, silent stream ; 
And onward, still onward, you glide from the shore, 
To that vast, boundless ocean where time is no more. 

Take heed to the moments ; for with them they bear 
Of gems the most precious, and diamonds rare. 
Take care of the moments ; for life's but a span ; 
Then carefully hoard them, O vain, dreaming man! 

2. How dear to my heart are the scenes of my childhood. 
When fond recollection presents them to view ! 

The orchard, the meadow, the deep-tangled wildwood, 
And every loved spot that my infancy knew ! 

982. Copy tJiese lines: — 

Half a league, half a league, 

Half a league onward, 
All in the valley of Death 

Rode the six hundred. 

Cannon to right of them, 

Cannon to left of them, 
Cannon in front of them 

Volleyed and thundered. 

Into how many feet is each line divided ? How 
many syllables in each foot? Which of these syl- 
lables is accented ? 

A foot of poetry consisting of three syllables, the 
first syllable long and the others short, is called 
a Dactylic foot. Poetry composed mainly of dactylic 
feet is called Dactylic Poetry. 

(ills Us' A1>V. ENG. — 37 



578 ADVANCE]) ENGLISH 

1. Copy these stanzas, dividing each line into feet and 
marking the accented, syllables. 

" Forward, the Light Brigade ! " 
Was there a man dismayed? 
Not though the soldier knew 

Some one had blundered : 
Theirs not to make reply, 
Theirs not to reason why, 
Theirs but to do and die : 
Into the valley of Death, 

Rode the six hundred. 

983. Write each of the following in the form of a 
stanza. Tell the hind of feet and tJte number of fit 
in each line. 

1. A bright little boy with laughing face, whose every 
motion was full of grace, who knew no trouble and feared 
no care, was the light of our household — the youngest 

there. 

2. Are riches worth the getting ? They must be bravely 
sought. With wishing and with fretting, the boon can- 
not be bought. To all the prize is open, but only li<- ran 
take it who says, with Roman courage, " I'll find a way 
or make it."' 

Try to write in verse a fable or a short story. 

LIST OF IRREGULAR VERBS 

984. The following list contains the most important 
irregular verbs (now in use) in the English language; 
the verbs that are also regular are marked r. 



GRAMMAR AND COMPOSITION 



Present 


Past 


Past Part. 


Present 


Past 


Past Part. 


abide 


abode 


abode 


deal 


dealt 


dealt 


am (be) 


was 


been 


dig 


dug 


dug 


arise 


arose 


arisen 


do 


did 


done 


awake 


awoke r 


awaked 


draw 


drew 


draw 


bear 


bore 


J borne, 
\ born 


dream 
dress 


dreamt r 
drest r 


dreamt r 
drest r 


beat 
begin 


beat 
began 


beaten 
begun 


drink 


drank 


J drunk, 
(.drank 


bend 


bent 


bent 


drive 


drove 


driven 


bereave 


bereft r 


bereft r 


dwell 


dwelt r 


dwelt R 


beseech 


besought 


besought 


eat 


ate 


eaten 


bet 


bet 


bet 


fall 


fell 


fallen 


bid 

(to order) 


[bade 


bidden 


feed 
feel 


fed 
felt 


fed 
felt 


bid 

(to offer) 


Ibid 


bid 


fight 
find 


fought 
found 


fought 
found 


bind 


bound 


bound 


flee 


fled 


fled 


bite 


bit 


bitten 


fling- 


flung 


flung 


bleed 


bled 


bled 


fly 


flew 


flown 


blow 


blew 


blown 


forsake 


forsook 


forsaken 


break 


broke 


broken 


freeze 


froze 


frozen 


breed 


bred 


bred 


get 


got 


got 


bring 


brought 


brought 


go 


went 


gone 


build 


built 


built 


grind 


ground 


ground 


burn 


burnt R 


burnt R 


grow 


grew 


grown 


burst 


burst 


burst 


hang 


hung r 


hung r 


buy 


bought 


bought 


have 


had 


had 


cast 


cast 


cast 


hear 


heard 


heard 


catch 


caught 


caught 


heave 


hove r 


hove r 


chide 


chid 


chidden 


hew 


hewed 


hewn r 


choose 


chose 


chosen 


hide 


hid 


hidden 


cleave 


] cleft 


f cleft 

[cloven 


hit 


hit 


hit 


(to split) 


hold 


held 


held 


cling 


clung 


clung 


hurt 


hurt 


hurt 


come 


came 


come 


keep 


kept 


kept 


cost 


cost 


cost 


kneel 


knelt i; 


knelt r 


creep 


crept 


crept 


knit 


knit r 


knit r 


cut 


cut 


out 


know 


knew 


known 



580 



ADVANCED ENGLISH 



Present 


Past 


Past Part. 


Present 


Past 


Past Part. 


lay 


laid 


laid 


sink 


sank 


sunk 


lead 


led 


led 


sit 


sat 


sat 


leave 


left 


left 


slay 


slew 


slain 


lend 


lent 


lent 


sLeep 


slept 


slept 


let 
lie 
(to recline 


let 


let 
lain 


slide 
sling 


slid 
slung 


slidden 

[slid 
slung 


lose 


lost 


lost 


slit 


slit 


slit 


make 


made 


made 


smite 


smote 


smitten 


mean 


meant 


meant 


sow 


sowed 


sown r 


meet 


met 


met 


speak 


spoke 


spoken 


mow 


mowed 


mown r 


speed 


sped 


sped R 


pay 


paid 


paid 


spend 


spent 


spent 


put 


put 


put 


spill 


spilt B 


spilt r 


quit 


quit r 


quit R 


spin 


spun 


spun 


read 


read 


read 


spit 


spit 


spit 


rend 


rent 


rent 


split 


split 


split 


rid 


rid 


rid 


spoil 


spoilt R 


spoilt R 


ride 


rode 


ridden 


spread 


spread 


spread 


ring 


rang 


rung- 




1 sprang 




rise 


rose 


risen 


spring 


I sprung 


sprung 


run 


ran 


run 


stand 


stood 


stood 


say 


said 


said 


stay 


staid R 


staid B 


see 


saw 


seen 


steal 


stole 


stolen 


seek 


sought 


sought 


stick 


stuck 


stuck 


sell 


sold 


sold 


sting 


stung 


stui Ig 


send 


sent 


sent 


strew 


strewed 


strewn 


set 


set 


set 


stride 


strode 


stridden 


shake 


shook 


shaken 


strike 


struck 


struck 


shed 


shed 


shed 


sting 


stung 


stung 


shine 


shone 


shone 


strive 


strove 


striven 


shoe 


shod 


shod 


swear 


swore 


sworn 


shoot 


shot 


shot 


sweat 


sweat l: 


sweat B 


show 


showed 


shown r 


sweep 


swept 


swept 


shred 


shred R 


shred R 


swim 


swain 


sw uni 


shrink 


shrank 


shrunk 


swing 


swung 


swung 


shut 


shut 


shut 


take 


took 


taken 


sing 


sang 


sung 


teach 


taught 


taught 



GRAMMAR AND COMPOSITION 



581 



Present 


Past 


Past Part. 


Present 


Past 


Past Part. 


tear 


tore 


torn 


weave 


wove 


woven 


tell 


told 


told 


weep 


wept 


wept 


think 


thought 


thought 


wet 


wet 


wet 


thrive 


throve r 


thriven r 


win 


won 


won 


throw 


threw 


ihrown 


wind 


wound 


wound 


thrust 


thrust 


thrust 


wring 


wrung 


wrung 


tread 


trod 


trodden 


write 


wrote 


written 


wear 


wore 


worn 









RULES FOR PUNCTUATION 

985. The meaning of sentences often depends upon the 
grouping of words. In speaking, we group by pauses ; 
but in writing, we use punctuation marks to show what 
words are to be taken together. They help the reader 
get the thought. The general rule is to use such marks 
and only such marks as will assist the reader to get the 
thought. 

1. The Period. — Use the period (1) after every declarative 
or imperative sentence, (2) after every abbreviation and initial 
letter. 

2. The Comma. — Use the comma — ■ 

(1) To separate words or phrases of the same rank used in 
a series, except the last two members of the series : — 

The Governor, the Judge and the Representative should be 
imprisoned. The country is a good place to be bom in, to die 
in dud to live in at least a part of the year. 

(2) Words, phrases or clauses used in apposition : — 

Tlie native boat, the prao, has long been in use. His state- 
ment, that volcanoes are due to earthquakes, is untrue. 

(3) To separate words in direct address from the remainder 
of the sentence : — 

Mother, may I go to the market with you ? I ivish, Maria, that 
you would go with me. 



582 ADVANCED ENGLISH 

(4) To separate independent words or phrases from the re- 
mainder of the sentence : — 

The river is narrow and shallow and, of course, the steamer 
could not ascend it. 

(5) To separate parts of long compound sentences : — 

The manufacturers of /Seville unshed to preserve the colon Irs us 
markets for their wares, and in this policy they were successful. 

(6) To separate the subject with many modifiers from the 
verb : — 

The mistake often made ivith small children in beginning the 
study of birds, is in learning by sight the names of many kinds of 
birds at once. 

(7) To separate the direct quotation from the remainder of 

the sentence : — 

" The moon icas rising," said Felipe, "and we could distinctly 
see the outlines of the mountains." 

(8) To separate phrases or clauses out of their regular 
order : — 

During the seventeenth century, there ivas very little commerce 
with the Philippines. 

When the English feet arrived in Manila Bay on September 
22, 1762, the Spanish authorities mistook the ships for Chinese 
trading junks. 

(9) To set off adverbial clauses that do not closely follow 
the words that they modify : — 

I met him in Hongkong, when I was there. P<i/>er was in rented 
in China, if the Chinese tell the truth. 

(10) To set off phrases containing nominative absolutes : — 

Tlie Fiesta being over, the people returned to their homes. 

(11) After as, namely or other words introducing illustra- 
tions : — 



GRAMMAR AND COMPOSITION 583 

We have many good fruits; such as, bananas, oranges, 
santol, etc. 

3. The Semicolon. — Use the semicolon — 

(1) To separate the parts of a compound sentence when 
they are long or not closely connected : — 

We might as well decide the question now; for we shall surely 
be obliged to decide it soon. 

(2) To separate the parts of a compound sentence when 
these parts themselves contain commas: — 

If you can, come to-morrow ; if not, come next week. 

(3) To precede as, namely, that is, for example : — 

There are eight parts of speech; namely, nouns, pronouns, 
adjectives, verbs, adverbs, prepositions, conjunctions and inter- 
jections. 

4. The Colon. — Use the colon — 

(1) To separate parts of a compound sentence when one of 
these parts contains a semicolon, and before very long quota- 
tions or enumerations : — 

Adjectives are divided into two classes: descriptive and 
limiting adjectives. 

5. The Interrogation Point. — The interrogation point, or 
question mark, should be placed after direct questions. 

6. The Exclamation Mark should be placed after interjec- 
tions and exclamatory phrases and sentences. 

7. The Dash. — Use the dash — 

(1) Where there is an omission of letters or figures : — 
When Mr. B came to the town, no one knew him. 

In place of such words as as, namely, that is: — 

The Doctor has three sons — Salvio, Pastor and Primo. 

(2) When the thought of the sentence breaks suddenly : — 
Don Martinez, Don Alcedo, Don Blanco — who were then! 

8. Marks of Parenthesis may be used to include words. 



584 ADVANCED ENGLISH 

phrases or sentences introduced for explanation or for 
reference : — 

In the use of commas in writing dates {see Section 72), 
many errors have been made. 

9. The Apostrophe. — Use the apostrophe — 

(1) To mark omission of a letter; as, can't, didn't. 

(2) In plurals of letters and figures ; as, 5's, 1 0'*. 

(3) To indicate the possessive form of nouns ; as, the hoy's 
hat, a mail's step. 

10. The Hyphen. — Use the hyphen — 

(1) To join parts of compound words ; as, cotton-gin, wind- 
mill, out-of-doors. 

(2) To mark the division of a word into syllables at the 
end of a line. 

11. Brackets are used to insert words for explanation or 
correction : — 

The Indians jumped into their boats [canoes'] ami paddled 
quickly away. 

986. LIST OF PREFIXES 

A, ab, abs = away from — avert, Circum = around — circumnavi- 

absent, abscond. gates, circuitous, circumference. 

A, an = not, on — atheist, afoot, Con, col, com, cor, co = with, together 

abed, anonymous. — convention, collision, combine, 

Ai=to, toward — adjoin, admix, correspond, coworker. 

adapt, adverb. Contra = against — contradict. 

Ante = before — anteroom, ante- De = down, from — depress, deliver. 

date. Dia = through, across — diagonal, 

Anti, ant = against, opposite — diameter. 

antidote, antarctic. Dis, di, dif = in tiro, apart — dis- 

Be = ore.r — bedeck, bedew. band, divorce, different. 

Bene = well — benefit, benefactor. Duo. du = two — duodecimo, duet. 

Bi = twice, two — biped, bisect. Epi = uptm. to — epitaph. 

Cata = down — cataract, catas- Ex. e. ef - out, off — exhale, extract, 

trophe. erase, efface. 



GRAMMAR AND COMPOSITION 



585 



Extra = beyond — extravagant. 

Hemi = half — hemisphere. 

In, il, im, ir, en, em (before verbs 
and nouns) = into, upon — in- 
trude, illumine, implant, irrigate, 
enlighten, embalm. 

In, il, im, ir = not — infirm, ille- 
gal, imprudent, irregular. 

Inter = between — interrupt. 

Ob, of, op = against — obstruct, 
offend, opponent, oppress. 

Pen = almost — peninsular. 

Per = through, thoroughly — per- 
forate, perfect, perceive. 

Post = after — postscript, postpone. 

Pre = before — predict, prescribe, 
prevent. 



Pro = before, for, in behalf of — 
programme, pronoun, proconsul. 

Re, red = back, again — reform, 
redintegrate. 

Semi = half — semicircle, semi- 
annual. 

Sub, sue, suf, sug, sup, sus = under 
— subscribe, succumb, suffix, 
suggest, support, suspend. 

Super, sur = above, over — super- 
intend, surpass. 

Syn, syl, sym ■= together, with — 
synthesis, syllable, sympathy. 

Trans = across — transport, trans- 
late. 



987. 



LIST OF SUFFIXES 



Able, ible = that may be — read- 
able, capable, perceptible. 

Aceous, acious = containing, per- 
taining to — herbaceous, loqua- 
cious. 

Age = state of — herbage, leakage, 
marriage, savage, breakage. 

Al, an = relating to — annual, bru- 
tal, Roman. 

Ance, ancy, ence, ency (abstract 
nouns) = act or state of being — 
utterance, brilliancy, persistence, 
decency. 

Ant, ent = one who — attendant, 
assistant, student. 

Ary, ory, ry = place that — gran- 
ary, dormitory, pantry. 

Ary, ory (descriptive adjectives) 
= o.", pertaining to — honorary, 
exp anatory. 



Dom = condition — kingdom, free- 
dom. 

En = made of — beaten, oaken, 
leaden. 

En = to make — strengthen, widen, 
frighten. 

Er, est (comparative and superla- 
tive adjectives) — greater, great- 
est, kinder, kindest. 

Er, or = one who — teacher, actor, 
singer, collector. 

Em, erly = direction — northern, 
southerly. 

Et, let = small, young — pocket, 
lancet, cloudlet, eaglet, leaflet. 

Ful =full of — hopeful, careful. 

Fy, ize, ise = to make — purify, 
fortify, fertilize, catechize. 

Ic, ical = belonging to — heroic, 
logical, grammatical. 



586 ADVANCED ENGLISB 

He = of, like, belonging to — puer- Ling = small, young — duckling, 

ile, juvenile, agile. gosling. 

Ine = of, belonging to — crystalline, Ment = process, action, condition 

feminine, marine. payment, inducement, compli- 

Ion = act, state, process — con- ment. 

fusion, condition, assertion. Mony — (abstract nouns) = stah 

Ish = somewhat like, belonging to — of that which — matrimony, testi- 

boyish, bluish, Spanish, foolish. mony, ceremony. 

Ism = action, result — baptism, Ness = the quality of — brightness, 

despotism, organism. gladness, kindness. 

1st = one who — journalist, pian- Pie, ble = /oW — quadruple, double, 

ist, vocalist. triple. 

Ive = (in nouns) one that- — (in Ship, hood = condition — fellowship, 

adjectives) having power — cap- manhood, comradeship. 

tive, fugitive, restorative, di- Some, y = having the quality of — 

minutive, receptive. winsome, rusty, greasy. 
Lent, ose, ous —full of — fraudu- Ty = having the quality of — cruel- 
lent, jocose, famous, verbose. ty, beauty, purity. 
Less = without— hopeless, careless. Ward = direction — seaward, north- 
Like, ly = like — godlike, godly, ward. 

honestly, quickly. 



STEMS 

988. Many words used in the English language are 
derived from Latin and Greek words by means of pre- 
fixes and suffixes; thus, activity, Action, acting, inactive, 
active, counteract are all derived from the word act. 
These words from which other words are so derived 
are called root words, or Stems. Many words may 
often be formed from one stem, all having the gen- 
eral meaning of the stem. 

Study carefully the following list of stems and some 
of the words derived from tJiem. 



GRAMMAR AND COMPOSITION 587 

alt = high — altar, altitude. cycle = circle — cycle, bicycle, 

anim = life, mind — animal, ani- dent = tooth — dentist, indent. 

mate, unanimous, animosity. di = day — diary, diurnal, dial. 

ann = year — annual, biennial, per- diet = say — predict, verdict, con- 

ennial. tradict. 

apt — fit — apt, adapt, aptitude, domin = lord, master — domineer, 

aptness. dominate, dominion, 

aud = hear — audible, audience, aud- dorm = sleep — dormant, dormitory. 

itory. fac = face — surface, efface. 

bas = low — basement, base, basis, fact, feet = do, make — benefactor, 

bass. perfect, effect, 

bat = strike — battle, battery, bat- felic = happy — Felix, felicity. 

ter. fess — acknowledge — profess, con- 

brev = short — brevity, brief, ab- fess. 

breviation. fid = trust — fidelity, confide, in- 

cad, cid, cas= fall — cadence, de- fidel. 

ciduous, cascade. form = shape — conform, reform, 
cant, chant = sing — canto, chant, grad, gress = step — gradual, pro- 
incantation, gress, grade. 
cap, capit = head — cape, cap, cap- graph, gram = write — geography, 

ital, captain. diagram, grammar. 

cap, capt = take, hold — captive, hospit = guest — hospital, hospit- 

captor, capable. able. 

cam = flesh — carnivorous, earn- integer = tohole — integer, integrity. 

age, carnival. ject = throw — reject, projection, 

ced, ceed, cess = go, yield — accede, eject. 

access, precede, recede, proceed, judic = right — judge, prejudice, 

procession. judgment, 

cent = hundred — century, centen- junct = join — junction, conjunc- 

nial, centipede, cent, percent- tion, adjoin. 

age. leg = law — legal, legislate, legis- 

clin = lean — incline, decline, re- lator. 

cline, declivity. liber = free — liberal, liberty, de- 
cor, cord = heart — cordial, coura- liver. 

geous, concord. loc = place — locate, dislocate. 

corp = the body — corpse, corps, maj = large — majority, majesty. 

corporation. man = hand — manufacture, man- 

cred = trust, belief — credit, cred- ual, manage. 

itable, creed. medic = heal — medicine, remedy. 



588 



ADVANCED ENGLISH 



mit, mis = send — admit, transmit, 
message. 

nat = be born — natural, native, 
nation. 

nav = ship — naval, navy, navigate. 

not = know — notice, notify, de- 
note. 

par = equal — separate, parallel, 
compare. 

pass = step — pass, trespass, passen- 
ger. 

pend = hang- — ■ suspend, independ- 
ence. 

pet = seek or ask — petition, ap- 
petite. 

pon, pos = place, put — postpone, 
opposite, position. 

port = carry — export, transport, 
report, port. 

prim = first — primary, primeval , 
prime. 

rect = straight — rectangle, direct. 

reg = rule — regular, regent. 

riv = stream — river, derive. 

nipt = break — interrupt, rupture. 

sacr, sanct = sacred — sacrifice, 
sanctuary. 



scrib, script = write — subscribe, 
describe postscript. 

sec = cut — bisect, section, sector. 

sequ, secut = follow — subsequent, 
sequel, prosecute. 

serv = keep — preserve, conserva- 
tory. 

sol = alone — solitary, solitude. 

sum = take — resume, consume, 
presume. 

tract = draw — extract, subtract, 
retract. 

un = one — unit, unite, union, uni- 
form. 

vad = go — invade, evade, pervade. 

val = be strong — valiant, valid. 

ven = come — convene, event, con- 
vention. 

vers, vert = turn — verse, invert. 

vie, vine = conquer — victor, in- 
vincible. 

vid, vis = see — provide, vision, 
visit. 

voc = call — provoke, vocal, voca- 
tion. 

vot = vow — devote, vote. 



INDEX 



[Figures refer to Section Numbers] 



A or an, 496-500, 800, 867. 
Abbreviations, 72. 
Above, 973. 

Absolute phrase, 675, 680. 
Abstract nouns, 750. 
Active voice, 400, 888, 921. 
Address, independent words of, 63, 234, 680. 
Address, of letter, 80, 91, 167. 
Adjective clause, 134-138, 526, 652, 705-7 OS. 
Adjective modifiers, 645-659 ; see also Adjec- 
tive clause, Adjective phrase, Adjec- 
tives. 

position of, 653. 
Adjective phrase, 74-79, 523-525. 
Adjective pronouns, 316-327, 4S7, 814, 845- 

849. 
Adjectives, classes of, 482-500, 653, 861-870. 

comparison of, 5(13-505, 508-516, 871. 

defined, 23-28, 481, S61. 

derived from verbs, 163. 

distinguished from adverbs, 49, 559. 

distinguished' from nouns, 25, 2S, 484, 522. 

distinguished from pronouns, 25, 302, 316. 

distinguished from verbs, 37, 38, 473. 

formation of, 881. 

number, 872. 

position of, 874, 875. 

review, 882. 

used as nouns, 246, 484, 754. 

words, phrases and clauses used as, 522- 
526. 
Adverbial clause, 140-143, 570-575, 669, 715- 

718, 965. 
Adverbial modifiers, 664-678 ; see also Ad- 
verbial clause, Adverbial phrase, Ad- 
verbs. 

position of, 670, 671. 
Adverbial objective, 238. 
Adverbial phrase, 74-79, 567-569, 965. 
Adverbs, classes of. 533-540. 544-551. 

comparison of, 564-566, 961. 

consisting of two or more words, 962. 

deli ned, 43-49, 532, 959. 

distinguished from adjectives, 49, 559 

distinguished from prepositions, 89, 5S9. 

of degree, 550. 

of manner, 54S. 

of place. 544. 

of time, 546. 
After, 973. 
Among. 584. 
Analysis, defined, 67. 
Anapestic poetry, 981. 
Anecdote, defined, 270. 



Antecedent, of pronoun, 258. 

agreement with, 815-818. 
Antonyms, 755. 
Apostrophe, 226, 781, 9S5. 
Apposition, 236. 
Appositive modifier, 236. 
Argument, 952-958, 978. 
Articles, 496-500, 867-869. 
As, 504, 574. 575, 710, 853, 976. 
At, 588. 
Attribute complement, 97, 191-197, 628. 

what it may consist of, 629. 
Autobiography, 480. 
Auxiliary verb, 332, 333. 

Be, conjugation, 411, 422, 920. 

Before, 973. 

Below, 973. 

Beside, besides, 586. 

fietween, 584. 

Biography, 467, 468, 743-746. 

Body of a composition, 242, 700. 

Body of a letter, 80, 168. 

Both, 327, 594, 976. 

Brackets, 985. 

Brevity, 615-618. 

But, 594, 855, 973. 

By, 587. 

Can, 332, 357. 

Cap tal letters, use of, 15, 17, 72, 181, 751. 

Cardinal adjective, 653. 

Case, of nouns, 219-23'-', 234-239, 792-804. 

of pronouns, 272-281, 300, 824-838, 835. 
Clause, 134 ; see also Adjective clause, Ad- 
verbial clause, Noun clause. 

principal and subordinate, 151. 
Clearness, 912. 
Collective noun, 749, 818. 
Colon, 9S5. 

Comma, 63, 110, 131, 240, 671, 681, 985. 
Command, 1,3, 6. 

subject and predicate of, 61. 
Common gender, 171, 763. 
Common noun, 159-164, 74S, 751. 
Comparative degree, 503-505, 510-516, 564- 

566, 871. 
Comparison, of adjectives, 503-505, 50S-516, 
871. 

of adverbs, 564-566, 961. 
Comparisons (compositions), 907. 
Complement, of a verb, 93-101, 191-206, 627- 
631, 635-6+2. 

compound, 10S, 698. 



589 



190 



INDEX 



Complex senteDce, 151, 704. 

i 'omplimentary ending, in a letter, 80, 169. 

< ''imposition, form of a, 21. 

paragraphs in, 242. 

parts of, 242. 
('(impound complement, 108, 698. 
Compound modifier, 109. 
Compound nouns, plural of, 186, 782. 
Compound personal pronouns, 290. 
Compound predicate, 107, 698. 
Compound relative pronouns, S50, 858. 
Compound sentence, 154, 737-741. 

elliptical, 951. 
Compound subject, 105, 106, 698. 
Conclusion of a composition, 242. 

of a letter, 169. 
Conjugation, 920, 921. 
Conjunctions, classes of, 594, 596, 975-977. 

defined, 103, 593, 974. 

in adverbial clauses, 571-573. 

in compound sentences, 737-740. 
Conjunctive adverbs, 53s. 
Contractions, 451. 

Conversations, paragraphing of. 434, 435, 662. 
Coordinate conjunctions, 594, 975. 
Correlative conjunctions, 976. 

Dactylic poetry, 982. 

Dash', 9S5. 

Dates, form of writing, 73. 

Debate, 978. 

Declarative sentence, <i, 094. 

order of words in, 118, 32S, 011, 013, 621- 

620, 053. 070, 071. 
Declension, of pronoun, 2sl. 
Definite article, 497 ; see The. 
Definition, 910. 

Demonstrative adjectives. -Ks, s7n. 
Demonstrative pronouns, 316, 348, 
Description, 4'.i3, 501, 501. 592, 785-791, sn5- 

810, 819-822, 837-844, sv>, s93-s90. 
Descriptive adjectives. 482-484, 862, 863. 
Diagram, defined, 61. 67. 
Dialogue. 434. 
Diary, 429. 

Direct discourse, 252-250, 729. 
Direct object, 211. 
Direct quotation, 252-250, 729. 
Divided quotations, 730. 

Either, 327, 816, 873, 976. 
Elliptical sentence, 951. 
Exclamation mark, 0, 115, 985. 
Exclamatory sentence, 0, 115, 697. 
Exposition, 916-918, 932, 933. 

Fable, 299, 703. 

Feet, in poetry, 979. 

Feminine gender, 171, 173, 701-765. 

Figures of speech, 985. 

First person, 263, 281. 

For, 973. 

Formal notes of invitation, etc.. 771. 

Future perfect tense, 350. 

Future tense, 338. 

Gender, of nouns, 161-176, 701-765. 
of pronouns, 20s. 203-207. 



Gerund, 469, footnote. 

Heading in a letter. 80, 166. 

Historical narrative. 712. 

How to do things, 541-648, 916, 917, 

Hyperbole. 9 in. 

Hyphen, 986. 

r <vrHten with a capital, 17. 

iambic poetry, 979. 

If, substitutes for. 57:',. 

Imperative mode. -117. 910, 921. 

Imperative sentence. 6, 01, 090, 739. 

In, 585, 588. 

Indefinite article, 486; nee A or an. 

Independent elements, 679-681. 

Independent words of address, 03, 231. (Mi. 

Indicative mode, 409-112, 909. 921. 

Indirect discourse. 252-250, 729. 

Indirect object. 211-214. 

Indirect quotation, 252-256, 729. 

Infinitive, 125-127, 450 400, 912-940. 

without to, 459. 
Infinitive phrase. 125 127. 466-466, 524. 508. 

580. 0O0. 029. 0:;0, 05(1, 00s. 
Interjections, 115. 110. 0s0. 
Interrogation point. 9>5. 
Interrogative adjectives sod. 
Interrogative advei 

Interrogative form of vert,. 438-440, 448. 
Interrogative pronouns, 800-303, 812, 318, 

Interrogative sentence, 6, 59, 095. 

Into, 585. 

Intransitive verb, 898, 

Introduction, of a composition, 242. 700. 

of a letter. 107. 
Invitations. 502, 771. 
Irregular verbs, 37s. iImi^In'I, :{s5, ssi; ; list 

of, 984. 
It, 266, 291, 632, 834. 

Lay, 390. 

Letter, form and parts of, 80, 105-170. 

Letters, business. Mill. 

of application. s92. 

of friendship. I J 

of introduction. 700. 

of invitation. 502, 791. 
Lie, 396. 
Limiting adjectives. 486-491, 864-870. 

Masculine gender, 171. 178, 761-765. 
Mail, 332. 357. 
Metaphor, 937. 
Metonymy, 988. 

Mode. 408-424, 9ns-911, 921. 

Modifier, 23. 43. 00. 69; See aUo Adjective. 

Adverbial, etc. 

appositive, 230. 
compound, 109. 

Narration. 699-702, 710-714: seeaiso Story 
telling. 

Negative form of verb, 440-151. 
Neither, 827, sio. B78. 
Neuter gender, 171. 
Vever, 554. 



INDEX 



591 



Nominative absolute, 235. 
Nominative case, of nouns, 220, 234, 235, 
793. 

of pronouns, 272. 
None, 326, 354. 
Not, 446-451, 554. 
Nothing, 554. 

Noun clause, 144-146, 24S, 252, 636, 724-732. 
Nouns, case of, 219-232, 234-239, 792-804. 

classes of, 159-164, 747-756. 
' defined, 12, 158. 

derived from adjectives, 164, 750, 753. 

derived from nouns, 750, 753. 

derived from verbs, 163, 750, 753. 

distinguished from adjectives, 25, 28, 484, 
522. 

distinguished from verbs, 36, 473. 

formation of, 753. 

gender of, 171-176, 761-765. 

number of, 180-187, 772-784. 

review, 810. 

used as adjectives, 522. 

words, phrases and clauses used as, 245- 
248. 
Number, of nouns, 180-187, 772-784. 

of pronouns, 26s, L'sl, 3on, 815-818. 

of verbs, 366-375, 897-906. 
Numeral adjectives, 491, 865. 

Object, direct and indirect, 211. 
Object complement, 95, 200, 635. 

what it may consist of, 636. 
Object of a preposition, 84, 580. 
Objective case of nouns, 222, 237, 238, 794. 

of pronouns, 279. 
Objective complement, 206, 641. 
Omitted words, 951. 
One, pronoun, 845. 
Only, 557. 
Opposites, 492. 
Order of words in se: 
558, 611-614, 62: 
Ordinal adjective, 653. 

Paragraph, defined, 1S9. 

structure of, 209, 233, 242, 643, 660, 682- 
692, 913. 
Paragraphs in a composition, 242. 
Parenthesis, marks of, 9S5. 
Parsing, of nouns and pronouns, 293, 295. 

of verbs, 42S. 
Participial phrase, 128-130, 469-479, 525, 580, 
607, 629, 636, 651. 

modified by possessive pronoun, 835. 
Participles, 128-130, 469-479, 947-950. 

distinguished from nouns and adjectives, 
473. 

forms of, 474-477. 
Parts of speech, 119-122. 
Passive voice, 400-402, 888, 921. 
Past participle, 382, 474. 
Past perfect tense, 349. 
Past tense, 337. 
Perfect participle, 474, 477. 
Perfect tenses, 347-351. 
Period, 6, 72, 9S5. 
Person, of pronouns, 

of verbs, 366-371, i 



tences, 118, 328-330, 
-626, 653, 670, 671. 



Personal pronouns, 263-268, 272-281, 290, 
811, 815-818, 824-835. 

compound, 290. 
Personification, 765, 939. 
Phrases, 74-79, 84, 125-130 ; see also Abso- 
lute, Adjective, Adverbial, Infinitive, 
Participial. 

used as nouns, 247. 

with special meaning, 971. 
Plural number, 180-1S7, 773-784. 
Poetry, 979-983. 
Point of view, 821. 
Positive degree, 503, 871. 
Possessive case, of nouns, 226, 228-230, 795- 
804. 

equivalent to phrase with of, 231, 232. 
797. 

of pronouns, 274-276. 
Predicate, 55, 59, 61, 69. 

compound, 107. 

position of, 621-626. 

simple and whole, 69. 
Prefixes, 753, 890. 

list of, 986. 
Prepositions, defined, 82-89, 579, 966. 

distinguished from adverbs, 89, 589. 

formed of two or more words, 970. 

object of, 84, 580. 

placed after object, 969. 

used in forming compound words, 972. 

uses of, 84, 582-591, 968. 
Present infinitive, 942-944. 
Present participle, 431, 474, 475. 
Present perfect infinitive, 942, 943, 945. 
Present perfect tense, 348. 
Present tense, 336, 928. 
Principal parts of verbs, 382-385, 984. 
Principal verb, 332. 
Progressive form of a verb, 431—433. 
Pronouns, agreement with antecedent, 293, 
815-818. 

case of, 272-2S1, 300, 824-833, 835. 

classes of, 262, 811-814; see Adjective 
pronouns, Interrogative pronouns, 
Personal pronouns, Relative pro- 



16-20, 257. 

distinguished from adjectives, 25, 302, 
316. 

gender of, 263-267, 268. 

number of, 268, 281, 300, 815-818. 

review, 860. 

used as nouns, 245. 
Proper adjectives, 482, 863. 
Proper nouns, 159, 160, 747, 751. 

plurals of, 186, 783. 
Proposition (for argument), 953. 
Proverbs, 934. 
Punctuation, 985 ; see also Comma, Period, 



Question, 1, 3, 6. 

subject and predicate of, 59. 
Question mark, 6, 985. 
Quotation marks, 131. 
Quotations, 131. 

direct and indirect, 252-256, 729. 

divided, 730. 



592 



INDEX 



Refutation, 956. 

Regular verb, 818, 388, 884, 885. 

Relative pronouns, 306-311, 812, -■ 

omission of, TOT, 859. 
Rhyme, 919. 
Round, 973. 

Salutation, in a letter, SO, 167. 
Second person, 265, 281. 
Semicolon, 985, 
Sentence, denned, 3, 601. 
Sentences, classes of, 6, 149-15.-,. 698-698, 
704, 7::7. 
review, 746. 

variety in, 682-634. 654-659. 671. 
Sequence" of tenses, 929. 
Series, 105, 110. 
Set, 396. 
Shall, 332, 358. 
Simile, 936. 

Simple adverbs. 533, 544. 
Simple predicate, OH. 
Simple sentence, 149, 698. 
Simple subject, 66. 
Simple tenses, 336-339. 
Since, 973. 

Singular number, 180. 
Sit, 396. 

So, 504, 574, 716, 976. 
Statements, 1, 3, 6. 
Stems, 988. 

Stories from history, 455. 
Story telling, 139, 147, 376, 377, 398, 435 ; nee 

Narration, 
Strength, in compositions, 914. 
Subject, 52, 59, 61, 66, 608. 
compound, 105, 106. 
position of, 611-614. 
simple and whole, 66. 
what a subject may consist of, 604-610. 
Subjunctive mode, 419-424. 911, 921. 
Subordinate clause, 151. 
Subordinate conjunctions, 596, 975, 
Subtopics. 643. 
Suffixes, 753, SSI, 890. 

list of, 987. 
Superlative degree, 503, 50S-516, 564-566. 

871. 
Synecdoche, 93S. 
Svnonvms, 752, 880, 889. 



Tense, 335-356, 919, 921 
That, 252, 309, 316, 488, 812. 



adverb 

//,,;,■. 261 

There, 51, Ml. 660, 682, 960. 

i'liinl person. 200. 2M. 

fori 'verbs In, 866-871, B97. 

77,,,//. 281, B27. 

I'tUes, 91. 

To, omitted with Infinitive. (58. 

I'opic sentence, 209, 648, 660. 

Transitive verb. ■:%,. loo. -— . 

Transposed order, 828, 611-614, 

020. 

Trochaic poetrj . 980. 

Unity, 918. 

Variety in sentences, 682-684, 654 
Verba] noun. 469, footnote. 
Verbs, classes ol \uxiliary. 

gular, Traiisitiv. . 

conjugation, 920, 921. 

defined, 81-88, 

derived from adjectives, 104. 

distinguished from ad ■ 

distinguished from noun-. 86. 

formed from other word.-. 800. 

formed of two or more word-, 
infinitive. 125-127. 466-466, 049-046. 
interrogative form of, I 
list of irregular. 9>4. 
mode of. 108-424, 908 Oil, 081. 
negative form of. 446-451, 
number of, 866-875, 807-006. 
participles. 12--130, 469 47!'. 047-850. 
person in, 866-871, 807. 
principal and auxiliary 

progressn e form of, i 

regular and irregular, 878-888, S86, 9S4. 
review. 950. 

tense. 335-850. !H9. 1'2 - 
transitive and intransitive, 

voice of, 400-40S 
Versification, 071 
Voice, of verbs. 400-409, 888. 

What, 800, 802, 801 

Which. 80(1. 802. : 
Who. 8,oo. 306. 80'.' 
Whole predicate. 0'J. 
Whole subject, 66. 

Will. -^-1. 85s. 

With, 5-7. 



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